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Skills available for Louisiana high school math standards

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Louisiana Student Standards (adopted in 2025): Algebra I Louisiana Student Standards (adopted in 2025): Algebra I
Louisiana Student Standards (adopted in 2025): Algebra II Louisiana Student Standards (adopted in 2025): Algebra II
Louisiana Student Standards (adopted in 2025): Geometry Louisiana Student Standards (adopted in 2025): Geometry
Louisiana Student Standards (adopted in 2025): Integrated Math I Louisiana Student Standards (adopted in 2025): Integrated Math I
Louisiana Student Standards (adopted in 2025): Integrated Math II Louisiana Student Standards (adopted in 2025): Integrated Math II
Louisiana Student Standards (adopted in 2025): Integrated Math III Louisiana Student Standards (adopted in 2025): Integrated Math III
Louisiana Student Standards: Algebra I Louisiana Student Standards: Algebra I
Louisiana Student Standards: Algebra II Louisiana Student Standards: Algebra II
Louisiana Student Standards: Geometry Louisiana Student Standards: Geometry
Louisiana Student Standards: Mathematical Practices Louisiana Student Standards: Mathematical Practices

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I1:G Geometric Reasoning & Logic

I1:G-CO Congruence
- I1:G-CO.A Experiment with transformations in the plane.
  - I1:G-CO.A.1 Based on the undefined notions of point, line, distance along a line, and distance around a circular arc, know the precise definitions of: angle; circle; perpendicular line; parallel line; and line segment.
    - Angle vocabulary (G-C.1)
  - I1:G-CO.A.2 Use a plane to:
    - I1:G-CO.A.2a Represent transformations with and without technology.
    - I1:G-CO.A.2b Describe transformations as functions that take points in the plane as inputs and give other points as outputs.
      - Translations: write the rule (G-H.4)
    - I1:G-CO.A.2c Compare transformations that preserve distance and angle to those that do not.
      - Classify congruence transformations (G-H.1)
  - I1:G-CO.A.3 Describe the rotations and reflections that map a preimage onto itself when given a rectangle, parallelogram, trapezoid, or regular polygon.
    - Transformations that carry a polygon onto itself (G-H.17)
  - I1:G-CO.A.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
    - Rotate polygons about a point (G-H.7)
  - I1:G-CO.A.5 Given a geometric figure and a rotation, reflection, translation, or sequence of transformations.
    - I1:G-CO.A.5a Draw the transformed figure with and without technology.
    - I1:G-CO.A.5b Specify a sequence that will map a given figure onto another.
      - Sequences of congruence transformations: choose the sequence (G-H.15)
      - Sequences of congruence transformations: find the rules (G-H.16)
  - Checkpoint opportunity
- I1:G-CO.B Understand congruence in terms of rigid motions.
  - I1:G-CO.B.6 Use geometric descriptions of rigid motions to transform figures: 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 determine if they are congruent.
  - I1:G-CO.B.7 Use 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.
    - Prove triangles are congruent using rigid motions (G-L.1)
  - I1:G-CO.B.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
  - Checkpoint opportunity
    - Checkpoint: Rigid motion and congruence (G-L.13)
- I1:G-CO.D Make geometric constructions.
  - I1:G-CO.D.12 Make formal geometric constructions: with a variety of tools and methods, with or without technology; of an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
  - Checkpoint opportunity
    - Checkpoint: Geometric constructions (G)
I1:G-GPE Expressing Geometric Properties with Equations
- I1:G-GPE.B Use coordinates to prove simple geometric theorems algebraically.
  - I1:G-GPE.B.4 Use coordinates to prove geometric theorems algebraically.
    - Classify shapes on the coordinate plane: justify your answer (G-O.13)
  - I1:G-GPE.B.5 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems.
  - I1:G-GPE.B.6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio: Apply ratio thinking to find the midpoint of the given line segment.
  - I1:G-GPE.B.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles.
  - Checkpoint opportunity

I1:S Statistics & Probability

I1:S-ID Interpreting Categorical and Quantitative Data
- I1:S-ID.A Summarize, represent, and interpret data on a single count or measurement variable.
  - I1:S-ID.A.1 Represent and interpret data with plots on the real number line (dot plots, histograms, and box plots).
  - I1:S-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.
  - I1:S-ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
    - Box plots (A1-HH.9)
    - Identify an outlier and describe the effect of removing it (A1-II.5)
  - Checkpoint opportunity
    - Checkpoint: Line plots, histograms, and box plots (A1-HH.12)
    - Checkpoint: Compare data sets (A1-II.9)
- I1:S-ID.B Summarize, represent, and interpret data on two categorical and quantitative variables.
  - I1:S-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.
    - Create and interpret two-way frequency tables (A1-JJ.1)
  - I1:S-ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
    - I1:S-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 and quadratic models.
    - I1:S-ID.B.6b Informally assess the fit of a function by plotting and analyzing residuals.
      - Interpret a scatter plot (A1-JJ.2)
    - I1:S-ID.B.6c Fit a linear function for a scatter plot that suggests a linear association.
      - Write equations for lines of best fit (A1-JJ.6)
- Checkpoint opportunity
  - Checkpoint: Two-way frequency tables (A1-JJ.13)
- I1:S-ID.C Interpret linear models.
  - I1:S-ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
  - I1:S-ID.C.8 Compute (using technology) and interpret the correlation coefficient of a linear fit.
    - Match correlation coefficients to scatter plots (A1-JJ.4)
    - Calculate correlation coefficients (A1-JJ.5)
  - I1:S-ID.C.9 Distinguish between correlation and causation.
    - Correlation and causation (A1-JJ.12)
  - Checkpoint opportunity
    - Checkpoint: Linear modeling (A1-JJ.14)

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I1:N Number & Quantity

I1:N-Q Quantities

I1:N-Q.A Reason quantitatively and use units to solve problems.

I1:N-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems.

I1:N-Q.A.1a Choose and interpret units consistently in formulas.

I1:N-Q.A.1b Choose and interpret the scale and the origin in graphs and data displays.

I1:N-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.

I1:N-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Checkpoint opportunity

I1:A Algebra

I1:A-SSE Seeing Structure in Expressions

I1:A-SSE.A Interpret the structure of expressions.

I1:A-SSE.A.1 Interpret expressions that represent a quantity in terms of its context.

I1:A-SSE.A.1a Interpret parts of an expression, such as terms, factors, and coefficients.

I1:A-SSE.A.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.

I1:A-CED Creating Equations

I1:A-CED.A Create equations that describe numbers or relationships.

I1:A-CED.A.1 Create equations and inequalities and use them to solve problems. Include equations arising from linear, quadratic, and exponential situation functions.

I1:A-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

I1:A-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.

I1:A-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving linear equations.

Checkpoint opportunity

I1:A-REI Algebra: Reasoning with Equations and Inequalities

I1:A-REI.A Understand solving equations as a process of reasoning and explain the reasoning.

I1:A-REI.A.1 Use properties of equality to justify and explain each step obtained from the previous step when solving an equation, assuming the original equation has a solution.

I1:A-REI.A.1a Construct a viable argument to justify the solution method.

I1:A-REI.B Solve equations and inequalities in one variable.

I1:A-REI.B.3 Solve linear and absolute value equations and inequalities in one variable, including equations with coefficients represented by letters.

I1:A-REI.B.4 Solve quadratic equations in one variable.

I1:A-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.

I1:A-REI.B.4b Solve quadratic equations by inspection, taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation.

I1:A-REI.B.4c Recognize when the quadratic formula gives complex solutions and write them as "no real solution."

Checkpoint opportunity

I1:A-REI.C Solve systems of equations.

I1:A-REI.C.5 Solve systems of linear equations in two variables exactly and approximately.

I1:A-REI.C.5a Use methods such as substitution, elimination, and graphing to solve.

I1:A-REI.C.5b Justify a method for solving such systems.

I1:A-REI.C.6 Solve systems of linear equations exactly and approximately, limited to systems of at most three equations and three variables. With graphic solutions, systems are limited to two variables.

I1:A-REI.D Represent and solve equations and inequalities graphically.

I1:A-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).

I1:A-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.

Checkpoint opportunity

I1:F Functions

I1:F-IF Interpreting Functions

I1:F-IF.A Understand the concept of a function and use function notation.

I1:F-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.

I1:F-IF.B Interpret functions that arise in applications in terms of the context.

I1:F-IF.B.4 For linear, piecewise linear (to include absolute value), quadratic, and exponential functions that model a relationship between two quantities.

I1:F-IF.B.4a Interpret key features of graphs and tables in terms of the quantities.

I1:F-IF.B.4b Sketch graphs showing key features given a verbal description of the relationship.

I1:F-IF.B.4c Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries and end behavior.

I1:F-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.

I1:F-IF.B.6 Calculate and interpret the average rate of change of a linear, quadratic, piecewise linear (to include absolute value), and exponential function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

Checkpoint opportunity

I1:F-IF.C Analyze functions using different representations.

I1:F-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.

I1:F-IF.C.7a Graph linear and quadratic functions and show intercepts, maxima, and minima.

I1:F-IF.C.9 Compare properties of two functions (linear, quadratic, piecewise linear [to include absolute value] or exponential), each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

Checkpoint opportunity

I1:F-BF Building Functions

I1:F-BF.A Build a function that models a relationship between two quantities.

I1:F-BF.A.1 Write a function that describes a relationship between two quantities.

I1:F-BF.A.1a Determine an explicit expression, a recursive process, or steps for calculation from a context.

I1:F-BF.A.1b Combine standard function types using arithmetic operations.

I1:F-BF.A.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.

I1:F-BF.B Build new functions from existing functions.

Checkpoint opportunity

I1:F-LE Linear, Quadratic, and Exponential Models

I1:F-LE.A Construct and compare linear, quadratic, and exponential models and solve problems.

I1.F-LE.A.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.

I1:F.LE.A.1a Prove that linear functions grow by equal differences over equal intervals.

I1:F.LE.A.1b Prove that exponential functions grow by equal factors over equal intervals.

I1:F.LE.A.1c Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.

I1:F.LE.A.1d Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

I1:F-LE.A.2 Construct 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).

I1:F-LE.A.3 Observe, using graphs and tables, that a quantity increasing exponentially eventually exceeds a quantity increasing linearly or quadratically, with and without technology.

I1:F-LE.B Interpret expressions for functions in terms of the situation they model.

I1:A-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.