Ratios & Proportional Relationships

The Number System

Expressions & Equations

Geometry

Statistics and Probability

Mathematical Practice

Grade 6

       6.RP.A.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

       6.RP.A.2. Understand 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.

       6.RP.A.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.

       6.RP.A.3a. Make 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.

       6.RP.A.3b. Solve unit rate problems including those involving unit pricing and constant speed.

       6.RP.A.3c. Find 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.

       6.RP.A.3d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

       6.NS.A.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

       6. NS.B.2. Fluently divide multi-digit numbers using the standard algorithm.

       6. NS.B.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

       6. NS.B.4. Find 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 1100 with a common factor as a multiple of a sum of two whole numbers with no common factor.

       6.NS.C.5. Understand 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.

       6.NS.C.6. 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.

       6.NS.C.6a. Recognize 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.

       6.NS.C.6b. Understand 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.

       6.NS.C.6c. Find 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.

       6.NS.C.7. Understand ordering and absolute value of rational numbers.

       6.NS.C.7a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.

       6.NS.C.7b. Write, interpret, and explain statements of order for rational numbers in real-world contexts.

       6.NS.C.7c. Understand 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.

       6.NS.C.7d. Distinguish comparisons of absolute value from statements about order.

       6.NS.C.8. Solve 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.

       6.EE.A.1. Write and evaluate numerical expressions involving whole-number exponents.

       6.EE.A.2. Write, read, and evaluate expressions in which letters stand for numbers.

       6.EE.A.2a. Write expressions that record operations with numbers and with letters standing for numbers.

       6.EE.A.2b. Identify 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.

       6.EE.A.2c. Evaluate 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).

       6.EE.A.3. Apply the properties of operations to generate equivalent expressions.

       6.EE.A.4. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).

       6.EE.B.5. Understand 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.

       6.EE.B.6. Use 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.

       6.EE.B.7. Solve 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.

       6.EE.B.8. Write 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.

       6.EE.C.9. Use 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. For example, 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

       6.G.A.2. Find 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.

 

       6.SP.A.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.

       6.SP.A.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

       6.SP.A.3. Recognize 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.

       6.SP.B.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

       6.SP.B.5. Summarize numerical data sets in relation to their context, such as by:

       6.SP.B.5a. Reporting the number of observations.

       6.SP.B.5b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

       6.SP.B.5c. Giving 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.

       6.SP.B.5d. 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.

 

       MP.1. Make sense of problems and persevere in solving them.

       MP.2. Reason abstractly and quantitatively.

       MP.3. Construct viable arguments and critique the reasoning of others.

       MP.4. Model with mathematics.

       MP.5. Use appropriate tools strategically.

       MP.6. Attend to precision.

       MP.7. Look for and make use of structure.

       MP.8. Look for and express regularity in repeated reasoning.

 

Grade 7

  • 7.RP.A.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
  • 7.RP.A.2. Recognize and represent proportional relationships between quantities.
  • 7.RP.A.2a. Decide 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.
  • 7.RP.A.2b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
  • 7.RP.A.2c. Represent proportional relationships by equations.
  • 7.RP.A.2d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
  • 7.RP.A.3. Use proportional relationships to solve multistep ratio and percent problems.
  • 7.NS.A.1. 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.
  • 7.NS.A.1a. Describe situations in which opposite quantities combine to make 0.
  • 7.NS.A.1b. Understand 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. 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.
  • 7.NS.A.1c. Understand 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.
  • 7.NS.A.1d. Apply properties of operations as strategies to add and subtract rational numbers.
  • 7.NS.A.2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
  • 7.NS.A.2a. Understand 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.
  • 7.NS.A.2b. Understand 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.
  • 7.NS.A.2c. Apply properties of operations as strategies to multiply and divide rational numbers.
  • 7.NS.A.2d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
  • 7.NS.A.3. Solve real-world and mathematical problems involving the four operations with rational numbers.
  • 7.EE.A.1. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

       7.EE.A.2. Understand 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.

       7.EE.B.3. Solve 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.

  • 7.EE.B.4. 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.
  • 7.EE.B.4a. Solve 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.
  • 7.EE.B.4b. Solve 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.
  • 7.G.A.1. Solve 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.
  • 7.G.A.2. Draw (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.

       7.G.A.3. Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

       7.G.B.4. Know 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.

  • 7.G.B.5. Use 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.
  • 7.G.B.6. Solve 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.
  • 7.SP.A.1. Understand 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.

       7.SP.A.2. Use 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.

       7.SP.B.3. Informally 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.

       7.SP.B.4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

       7.SP.C.5. Understand 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.

  • 7.SP.C.6. Approximate 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.
  • 7.SP.C.7. 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.
  • 7.SP.C.7a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.
  • 7.SP.C.7b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
  • 7.SP.C.8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
  • 7.SP.C.8a. Understand 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.
  • 7.SP.C.8b. Represent 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.
  • 7.SP.C.8c. Design and use a simulation to generate frequencies for compound events.
  • MP.1. Make sense of problems and persevere in solving them.
  • MP.2. Reason abstractly and quantitatively.
  • MP.3. Construct viable arguments and critique the reasoning of others.
  • MP.4. Model with mathematics.
  • MP.5. Use appropriate tools strategically.
  • MP.6. Attend to precision.
  • MP.7. Look for and make use of structure.
  • MP.8. Look for and express regularity in repeated reasoning.

Grade 8

  • 8.NS.A.1. Understand informally that every number has a decimal expansion; the rational numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know that other numbers are called irrational.
  • 8.NS.A.2. Use 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

       8.EE.A.1. Know and apply the properties of integer exponents to generate equivalent numerical expressions.

       8.EE.A.2. Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that is irrational.

       8.EE.A.3. Use numbers expressed in the form of a single digit times a whole-number power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.

       8.EE.A.4. Perform 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.

       8.EE.B.5. Graph proportional relationships, interpreting the unit rate 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.

       8.EE.B.6. Use 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. 8.EE.C.7. Solve linear equations in one variable.

       8.EE.C.7a. Give 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).

       8.EE.C.7b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

       8.EE.C.8. Analyze and solve pairs of simultaneous linear equations.

       8.EE.C.8a. Understand 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.

       8.EE.C.8b. Solve 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.

       8.EE.C.8c. Solve 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.

  • 8.F.A.1. Understand 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.
  • 8.F.A.2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, 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.
  • 8.F.A.3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear
  • 8.F.B.4. Construct 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.
  • 8.F.B.5. Describe 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.

       8.G.A.1. Verify experimentally the properties of rotations, reflections, and translations:

       8.G.A.1a. Lines are taken to lines, and line segments to line segments of the same length.

       8.G.A.1b. Angles are taken to angles of the same measure.

       8.G.A.1c. Parallel lines are taken to parallel lines.

       8.G.A.2. Understand 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.

       8.G.A.3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

       8.G.A.4. Understand 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.

       8.G.A.5. Use 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.

       8.G.B.6. Explain a proof of the Pythagorean Theorem and its converse.

       8.G.B.7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

       8.G.B.8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

       8.G.C.9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

  • 8.SP.A.1. Construct 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.
  • 8.SP.A.2. Know 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.
  • 8.SP.A.3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.
  • 8.SP.A.4. Understand 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.
  • MP.1. Make sense of problems and persevere in solving them.
  • MP.2. Reason abstractly and quantitatively.
  • MP.3. Construct viable arguments and critique the reasoning of others.
  • MP.4. Model with mathematics.
  • MP.5. Use appropriate tools strategically.
  • MP.6. Attend to precision.
  • MP.7. Look for and make use of structure.
  • MP.8. Look for and express regularity in repeated reasoning.

 

 

Number and Quantity

Algebra

Functions

Geometry

Statistics and Probability

The Real Number System

Seeing Structure in Expressions

Interpreting Functions

Congruence

Interpreting Categorical & Quantitative Data

Grade 9

       HSN-RN.A.1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.

       HSN-RN.A.2. Rewrite expressions involving radicals and rational exponents using the properties of exponents.

       HSN-RN.B.3. Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.

 

       HSA-SSE.A.1. Interpret expressions that represent a quantity in terms of its context.

       HSA-SSE.A.1a. Interpret parts of an expression, such as terms, factors, and coefficients.

       HSA-SSE.A.1b. Interpret complicated expressions by viewing one or more of their parts as a single entity.

       HSA-SSE.A.2. Use the structure of an expression to identify ways to rewrite it.

       HSA-SSE.B.3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

       HSA-SSE.B.3a. Factor a quadratic expression to reveal the zeros of the function it defines.

       HSA-SSE.B.3b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.

 

       HSF-IF.A.1. Understand 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).

       HSF-IF.A.2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

       HSF-IF.B.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.

       HSF-IF.B.5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes

       HSF-IF.C.7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. 

       HSF-IF.C.7a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

 HSF-IF.C.8. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

       HSF-IF.C.8a. 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.

 

       HSG-CO.A.1. Know 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.

       HSG-CO.A.2. Represent transformations in the plane using, e.g., 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).

       HSG-CO.A.3. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.

       HSG-CO.A.4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

       HSG-CO.A.5. Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

 

       HSS-ID.A.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).

       HSS-ID.A.2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

       HSS-ID.B.5. Summarize 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.

       HSS-ID.B.6. Represent data on two quantitative variables on a scatter plot and describe how the variables are related.

       HSS-ID.B.6a. Fit 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, quadratic, and exponential models.

       HSS-ID.B.6b. Informally assess the fit of a model function by plotting and analyzing residuals.

       HSS-ID.B.6c. Fit a linear function for scatter plots that suggest a linear association.

       HSS-ID.C.7. Interpret the slope (rate of change) and the intercept (constant term) of a linear fit in the context of the data.

       HSS-ID.C.8. Compute (using technology) and interpret the correlation coefficient of a linear fit.

 

Grade 10

  • HSN-RN.A.1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.
  • HSN-RN.A.2. Rewrite expressions involving radicals and rational exponents using the properties of exponents.
  • HSN-RN.B.3. Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
  • HSA-SSE.A.1. Interpret expressions that represent a quantity in terms of its context.
  • HSA-SSE.A.1a. Interpret parts of an expression, such as terms, factors, and coefficients.
  • HSA-SSE.A.1b. Interpret complicated expressions by viewing one or more of their parts as a single entity.
  • HSA-SSE.A.2. Use the structure of an expression to identify ways to rewrite it.
  • HSA-SSE.B.3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
  • HSA-SSE.B.3a. Factor a quadratic expression to reveal the zeros of the function it defines.
  • HSA-SSE.B.3b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines
  • HSF-IF.C.7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
  • HSF-IF.C.7a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
  • HSF-IF.C.8. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
  • HSF-IF.C.8a. 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..
  • HSG-CO.A.1. Know 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.
  • HSS-ID.A.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
  • HSS-ID.B.6. Represent data on two quantitative variables on a scatter plot and describe how the variables are related.
  • HSS-ID.B.6a. Fit 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, quadratic, and exponential models.
  • HSS-ID.B.6b. Informally assess the fit of a model function by plotting and analyzing residuals.
  • HSS-ID.B.6c. Fit a linear function for scatter plots that suggest a linear association.
  • HSS-ID.C.7. Interpret the slope (rate of change) and the intercept (constant term) of a linear fit in the context of the data.
  • HSS-ID.C.8. Compute (using technology) and interpret the correlation coefficient of a linear fit.

 

 

Quantities

Arithmetic with Polynomials & Rational Functions

 

Similarity, Right Triangles, & Trigonometry

Making Inferences & Justifying Conclusions

Grade 9

       HSN-Q.A.1. Use 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.

       HSN-Q.A.2. Define appropriate quantities for the purpose of descriptive modeling.

       HSN-Q.A.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

       HSA-APR.A.1. Understand 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.

       HSA-APR.B.2. Know 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).

       HSA-APR.B.3. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.

       HSA-APR.C.4. Prove polynomial identities and use them to describe numerical relationships.

       HSA-APR.C.5. (+) Know 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 Pascals Triangle.

 

 

       HSG-SRT.C. Define trigonometric ratios and solve problems involving right triangles

       HSG-SRT.C.6. Understand 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.

       HSG-SRT.C.7. Explain and use the relationship between the sine and cosine of complementary angles.

       HSG-SRT.C.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

       HSG-SRT.D.9. (+) Derive the formula A = ½ ab sin for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.

 

 

       HSS-IC.A. Understand and evaluate random processes underlying statistical experiments

       HSS-IC.A.1. Understand that statistics is a process for making inferences about population parameters based on a random sample from that population.

 

Grade 10

       HSN-Q.A.1. Use 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.

       HSN-Q.A.2. Define appropriate quantities for the purpose of descriptive modeling.

       HSN-Q.A.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

 

 

  • HSG-SRT.B.4. Prove theorems about triangles using similarity transformations.
  • HSG-SRT.C.6. Understand 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.
  • HSG-SRT.C.7. Explain and use the relationship between the sine and cosine of complementary angles.
  • HSG-SRT.C.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
  • HSG-SRT.D.10. (+) Prove the Laws of Sines and Cosines and use them to solve problems.
  • HSG-SRT.D.11. (+) Understand 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, resultant forces).

 

 

Vector & Matrix Quantities

Creating Equations

 

Expressing Geometric Properties with Equations

Conditional Probability & the Rules of Probability

Grade 9

       HSN-VM.A.1. (+) Recognize 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).

       HSN-VM.A.2. (+) Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.

       HSN-VM.B.4. (+) Add and subtract vectors.

       HSN-VM.B.4a. Add 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.

       HSN-VM.B.4b. Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum.

       HSN-VM.B.4c. Understand 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.

       HSN-VM.B.5. (+) Multiply a vector by a scalar.

       HSN-VM.B.5a. Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise, e.g., as c(v?, v?) = (cv?, cv?).

       HSN-VM.B.5b. Compute 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).

       HSA-CED.A.1. Create 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.

       HSA-CED.A.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

       HSA-CED.A.3. Represent 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.

       HSA-CED.A.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

  • HSA-CED.A.1. Create 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.
  • HSA-CED.A.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

 

 

       HSG-GPE.B.4. Use coordinates to prove simple geometric theorems algebraically.

       HSG-GPE.B.5. Prove the slope criteria for parallel and perpendicular lines and 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).

       HSG-GPE.B.6. Find the point on a directed line segment between two given points that divide the segment in a given ratio.

       HSS-CP.A.1. Describe 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).

Grade 10

  • HSN-VM.C.6. (+) Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.
  • HSN-VM.C.9. (+) Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties
  • HSN-VM.C.10. (+) Understand 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.
  • HSN-VM.C.12. (+) Work with 2 × 2 matrices as a transformations of the plane, and interpret the absolute value of the determinant in terms of area.

 

 

        

       HSS-CP.A.1. Describe 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).

       HSS-CP.A.2. Understand 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.

       HSS-CP.A.3. Understand 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.

       HSS-CP.A.5. Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.

       HSS-CP.B.6. Find the conditional probability of A given B as the fraction of Bs outcomes that also belong to A and interpret the answer in terms of the model.

       HSS-CP.B.7. Apply the Addition Rule, P(A or B) = P(A) + P(B) P(A and B), and interpret the answer in terms of the model.

 

 

Mathematical Practice

 

Modeling with Geometry

 

Grade 9

 

       MP.1. Make sense of problems and persevere in solving them.

       MP.2. Reason abstractly and quantitatively.

       MP.3. Construct viable arguments and critique the reasoning of others.

       MP.4. Model with mathematics.

       MP.5. Use appropriate tools strategically.

       MP.6. Attend to precision.

       MP.7. Look for and make use of structure.

       MP.8. Look for and express regularity in repeated reasoning. 

 

       HSG-MG.A.1. Use geometric shapes, their measures and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

       HSG-MG.A.2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). 

       HSG-MG.A.3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy constraints or minimize cost; working with typographic grid systems based on ratios).

 

 

Grade 10

 

       MP.1. Make sense of problems and persevere in solving them.

       MP.2. Reason abstractly and quantitatively

       MP.3. Construct viable arguments and critique the reasoning of others

       MP.4. Model with mathematics.

       MP.5. Use appropriate tools strategically.

       MP.6. Attend to precision.

       MP.7. Look for and make use of structure.

       MP.8. Look for and express regularity in repeated reasoning.

 

       HSG-MG.A.1. Use geometric shapes, their measures and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

       HSG-MG.A.2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).

       HSG-MG.A.3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy constraints or minimize cost; working with typographic grid systems based on ratios).

 

 

 

 

 

 

Mathematical Practice

 

Grade 9

 

 

 

       MP.1. Make sense of problems and persevere in solving them.

       MP.3. Construct viable arguments and critique the reasoning of others.

       MP.4. Model with mathematics.

       MP.5. Use appropriate tools strategically.

       MP.6. Attend to precision.

 

Grade 10

 

 

 

       MP.1. Make sense of problems and persevere in solving them.

       MP.3. Construct viable arguments and critique the reasoning of others.

       MP.4. Model with mathematics.

       MP.5. Use appropriate tools strategically.

       MP.6. Attend to precision.

 

Algebra

Geometry

 

Reasoning with Equations & Inequalities

Geometric Measurement & Dimension

Grade 9

       HSA-REI.A.1. Explain 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.

       HSA-REI.A.2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

       HSA-REI.B.3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

       HSA-REI.B.4. Solve quadratic equations in one variable.

       HSA-REI.B.4a. 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.

       HSA-REI.B.4b. Solve quadratic equations by inspection (e.g., for x² = 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.HSA-REI.C.5. Prove 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.

       HSA-REI.C.6. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

       HSA-REI.C.7. Solve 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 x² + y² = 3.

       HSA-REI.C.8. (+) Represent a system of linear equations as a single matrix equation in a vector variable.

       HSA-REI.D.10. Understand 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 .

       HSA-REI.D.11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial,. Rational, absolute value, exponential, and logarithmic functions.

       HSA-REI.D.12. Graph 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.

 

       HSG-GMD.A.1. Give 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, Cavalieris principle, and informal limit arguments.

       HSG-GMD.A.2. (+) Given an informal argument using Cavalieris principle for the formulas for the volume of a sphere and other solid figures.

       HSG-GMD.A.3. Use volume formulas for cylinders, pyramids, cones and spheres to solve problems.

       HSG-GMD.B.4. Identify cross-sectional shapes of slices of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

 

Grade 10

       HSA-REI.A.1. Explain 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.

       HSA-REI.A.2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

       HSA-REI.B.3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

       HSA-REI.C.5. Prove 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.

       HSA-REI.C.6. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

       HSA-REI.C.8. (+) Represent a system of linear equations as a single matrix equation in a vector variable.

       HSA-REI.C.9. (+) Find 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).

       HSA-REI.D.10. Understand 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).

       HSA-REI.D.12. Graph 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.

 

       HSG-GMD.A.1. Give 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, Cavalieris principle, and informal limit arguments.

       HSG-GMD.A.2. (+) Given an informal argument using Cavalieris principle for the formulas for the volume of a sphere and other solid figures.

       HSG-GMD.A.3. Use volume formulas for cylinders, pyramids, cones and spheres to solve problems.

       HSG-GMD.B.4. Identify cross-sectional shapes of slices of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.