9-12.CCSS.Math.Content.HSN-RN The Real Number System
9-12.CCSS.Math.Content.HSN-RN.A Extend the properties of exponents to rational exponents.
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.HSN-RN.B Use properties of rational and irrational numbers.
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.HSN-Q.A Reason quantitatively and use units to solve problems.
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.HSN-CN.B Represent complex numbers and their operations on the complex plane.
9-12.CCSS.Math.Content.HSN-CN.B.4 Represent 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.
9-12.CCSS.Math.Content.HSN-CN.B.5 Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation.
9-12.CCSS.Math.Content.HSN-CN.B.6 Calculate 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.
9-12.CCSS.Math.Content.HSN-VM Vector and Matrix Quantities
9-12.CCSS.Math.Content.HSN-VM.A Represent and model with vector quantities.
9-12.CCSS.Math.Content.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).
9-12.CCSS.Math.Content.HSN-VM.A.3 Solve problems involving velocity and other quantities that can be represented by vectors.
9-12.CCSS.Math.Content.HSN-VM.B Perform operations on vectors.
9-12.CCSS.Math.Content.HSN-VM.B.4 Add and subtract vectors.
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.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 is not equal to 0, the direction of cv is either along v (for c > 0) or against v (for c < 0).
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.HSN-VM.C.11 Multiply 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.
9-12.CCSS.Math.Content.HSA-APR Arithmetic with Polynomials and Rational Expressions
9-12.CCSS.Math.Content.HSA-APR.A Perform arithmetic operations on polynomials
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.HSA-APR.B Understand the relationship between zeros and factors of polynomials
9-12.CCSS.Math.Content.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).
9-12.CCSS.Math.Content.HSA-APR.C.5 Know and apply the Binomial Theorem for the expansion of (x + y) to the n power 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.
9-12.CCSS.Math.Content.HSA-APR.D.6 Rewrite 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.
9-12.CCSS.Math.Content.HSA-APR.D.7 Understand 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.
9-12.CCSS.Math.Content.HSA-CED.A.3 Represent 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.
9-12.CCSS.Math.Content.HSA-REI Reasoning with Equations and Inequalities
9-12.CCSS.Math.Content.HSA-REI.A Understand solving equations as a process of reasoning and explain the reasoning
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.HSA-REI.B.4 Solve quadratic equations in one variable.
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.HSA-REI.C Solve systems of equations
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.HSA-REI.D Represent and solve equations and inequalities graphically
9-12.CCSS.Math.Content.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).
9-12.CCSS.Math.Content.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, 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.
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.HSF-IF.A Understand the concept of a function and use function notation
9-12.CCSS.Math.Content.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).
9-12.CCSS.Math.Content.HSF-IF.B Interpret functions that arise in applications in terms of the context
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.HSF-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.HSF-BF.B Build new functions from existing functions
9-12.CCSS.Math.Content.HSF-BF.B.3 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.
9-12.CCSS.Math.Content.HSF-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).
9-12.CCSS.Math.Content.HSF-LE.A.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
9-12.CCSS.Math.Content.HSF-LE.A.4 For exponential models, express as a logarithm the solution to ab to the ct power = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.
9-12.CCSS.Math.Content.HSF-TF.A.2 Explain 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.
9-12.CCSS.Math.Content.HSF-TF.A.3 Use special triangles to determine geometrically the values of sine, cosine, tangent for pi/3, pi/4 and pi/6, and use the unit circle to express the values of sine, cosine, and tangent for pi–x, pi+x, and 2pi–x in terms of their values for x, where x is any real number.
9-12.CCSS.Math.Content.HSF-TF.B.7 Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
9-12.CCSS.Math.Content.HSF-TF.C Prove and apply trigonometric identities
9-12.CCSS.Math.Content.HSF-TF.C.8 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.
9-12.CCSS.Math.Content.HSF-TF.C.9 Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.
9-12.CCSS.Math.Content.HSG-CO.A Experiment with transformations in the plane
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.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).
9-12.CCSS.Math.Content.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.
9-12.CCSS.Math.Content.HSG-CO.B Understand congruence in terms of rigid motions
9-12.CCSS.Math.Content.HSG-CO.B.6 Use 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.
9-12.CCSS.Math.Content.HSG-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.
9-12.CCSS.Math.Content.HSG-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.
9-12.CCSS.Math.Content.HSG-CO.D Make geometric constructions
9-12.CCSS.Math.Content.HSG-CO.D.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).
9-12.CCSS.Math.Content.HSG-SRT.A.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.
9-12.CCSS.Math.Content.HSG-SRT.C Define trigonometric ratios and solve problems involving right triangles
9-12.CCSS.Math.Content.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.