9-10. Extend the properties of exponents to rational exponents.
9-10.M.2HS.ENS.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.
9-10. Use properties of rational and irrational numbers.
9-10.M.2HS.ENS.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.
9-10. Perform arithmetic operations with complex numbers.
9-10.M.2HS.ENS.4 Know there is a complex number i such that i² = -1, and every complex number has the form a + bi with a and b real.
9-10. Perform arithmetic operations on polynomials
9-10.M.2HS.ENS.6 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.
9-10. Interpret functions that arise in applications in terms of the context
9-10.M.2HS.QFM.1 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.
9-10.M.2HS.QFM.8 Identify 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.
9-10. Construct and compare linear, quadratic, and exponential models and solve problems
9-10.M.2HS.QFM.10 using graphs and tables, observe that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically; or (more generally) as a polynomial function.
9-10. Solve equations and inequalities in one variable
9-10.M.2HS.EE.7 Solve quadratic equations in one variable.
9-10.M.2HS.EE.7.a 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.
9-10.M.2HS.EE.7.b 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.
9-10. Understand independence and conditional probability and use them to interpret data
9-10.M.2HS.AOP.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").
9-10.M.2HS.AOP.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.
9-10.M.2HS.AOP.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.
9-10.M.2HS.AOP.4 Construct 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.
9-10.M.2HS.STP.2 Given 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.
9-10.M.2HS.SPT.13 Prove the Pythagorean identity sin²(theta) + cos²(theta) = 1 and use it to find sin(theta), cos(theta), or tan(theta) given sin(theta), cos(theta), or tan(theta) and the quadrant of the angle.
9-10. Find arc lengths and areas of sectors of circles
9-10.M.2HS.C.5 Derive 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.