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Skills available for New Jersey high school math standards

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New Jersey Student Learning Standards (adopted in 2023): Algebra 1 New Jersey Student Learning Standards (adopted in 2023): Algebra 1
New Jersey Student Learning Standards (adopted in 2023): Algebra 2 New Jersey Student Learning Standards (adopted in 2023): Algebra 2
New Jersey Student Learning Standards (adopted in 2023): Geometry New Jersey Student Learning Standards (adopted in 2023): Geometry
New Jersey Student Learning Standards (adopted in 2023): Integrated Math 1 New Jersey Student Learning Standards (adopted in 2023): Integrated Math 1
New Jersey Student Learning Standards (adopted in 2023): Integrated Math 2 New Jersey Student Learning Standards (adopted in 2023): Integrated Math 2
New Jersey Student Learning Standards (adopted in 2023): Integrated Math 3 New Jersey Student Learning Standards (adopted in 2023): Integrated Math 3
New Jersey Student Learning Standards (adopted in 2023): Mathematical Practices New Jersey Student Learning Standards (adopted in 2023): Mathematical Practices
New Jersey Student Learning Standards (adopted in 2023): Precalculus New Jersey Student Learning Standards (adopted in 2023): Precalculus
New Jersey Student Learning Standards (adopted in 2023): Probability and Statistics New Jersey Student Learning Standards (adopted in 2023): Probability and Statistics
Student Learning Standards: Algebra 1 Student Learning Standards: Algebra 1
Student Learning Standards: Algebra 2 Student Learning Standards: Algebra 2
Student Learning Standards: All High School Pathways Student Learning Standards: All High School Pathways
Student Learning Standards: Geometry Student Learning Standards: Geometry
Student Learning Standards: Mathematics I Student Learning Standards: Mathematics I
Student Learning Standards: Mathematics II Student Learning Standards: Mathematics II
Student Learning Standards: Mathematics III Student Learning Standards: Mathematics III
Student Learning Standards: Precalculus Student Learning Standards: Precalculus

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A.SSE Seeing Structure in Expressions

A.SSE.A Interpret the structure of expressions.
- A.SSE.A.1 Interpret expressions that represent a quantity in terms of its context.
  - A.SSE.A.1.a Interpret parts of an expression, such as terms, factors, and coefficients.
    - Sort factors of variable expressions (A1-B.8)
  - A.SSE.A.1.b Interpret complicated expressions by viewing one or more of their parts as a single entity.

F.BF Building Functions

F.BF.A Build a function that models a relationship between two quantities.
- F.BF.A.1 Write a function that describes a relationship between two quantities.
  - F.BF.A.1.a Determine an explicit expression, a recursive process, or steps for calculation from a context.
  - F.BF.A.1.b Combine standard function types using arithmetic operations.
- 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.
F.BF.B Build new functions from existing functions.
- F.BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, kf(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.
  - Transformations of linear functions (A1-N.13)
  - Function transformation rules (A1-DD.1)
- Checkpoint opportunity
  - Checkpoint: Sequences (A1-U.13)
  - Checkpoint: Build functions (A1)

F.IF Interpreting Functions

F.IF.A Understand the concept of a function and use function notation.
- F.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).
- 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.
- F.IF.A.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.
F.IF.B Interpret functions that arise in applications in terms of the context.
- F.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.
- F.IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
- F.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.
  - Rate of change: tables (A1-M.15)
  - Rate of change: graphs (A1-M.16)
F.IF.C Analyze functions using different representations.
- 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.
  - F.IF.C.7.a Graph linear and quadratic functions and show intercepts, maxima, and minima.
  - F.IF.C.7.e Graph exponential and logarithmic functions, showing intercepts and end behavior.
- F.IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
  - Compare linear functions: graphs and equations (A1-N.11)
  - Compare linear functions: tables, graphs, and equations (A1-N.12)
- Checkpoint opportunity

F.LE Linear and Exponential Models

F.LE.A Construct and compare linear and exponential models and solve problems.
- F.LE.A.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.
  - F.LE.A.1.a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
  - F.LE.A.1.b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
  - F.LE.A.1.c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
- 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).
- F.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.
  - Compare linear and exponential growth (A1-AA.11)
F.LE.B Interpret expressions for functions in terms of the situation they model.
- F.LE.B.5 Interpret the parameters in a linear or exponential function in terms of a context.
- Checkpoint opportunity
  - Checkpoint: Compare linear and exponential functions (A1-AA.13)

G.CO Congruence

G.CO.A Experiment with transformations in the plane.
- G.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.
  - Angle vocabulary (G-C.1)
- G.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).
- G.CO.A.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
  - Transformations that carry a polygon onto itself (G-H.15)
- 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)
- G.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.
G.CO.B Understand congruence in terms of rigid motions.
- G.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.
- 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)
- 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.
G.CO.D Make geometric constructions.
- G.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.). 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.
- G.CO.D.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
- Checkpoint opportunity
  - Checkpoint: Geometric constructions (G)

G.GPE Expressing Geometric Properties with Equations

G.GPE.B Use coordinates to prove simple geometric theorems algebraically.
- G.GPE.B.4 Use coordinates to prove simple geometric theorems algebraically.
  - Classify shapes on the coordinate plane: justify your answer (G-O.13)
- G.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).
- G.GPE.B.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.
- Checkpoint opportunity
  - Checkpoint: Area and perimeter in the coordinate plane (G-S.16)
  - Checkpoint: Parallel and perpendicular lines (G)

S.ID Interpreting Categorical and Quantitative Data

S.ID.A Summarize, represent, and interpret data on a single count or measurement variable.
- S.ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
- 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.
- 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)
S.ID.B Summarize, represent, and interpret data on two categorical and quantitative variables.
- 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.
  - Find probabilities using two-way frequency tables (A1-KK.3)
  - Find conditional probabilities using two-way frequency tables (A1-KK.4)
- S.ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
  - S.ID.B.6.a Fit a function to the data (including with the use of technology); 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.
  - S.ID.B.6.b Informally assess the fit of a function by plotting and analyzing residuals, including with the use of technology.
    - Interpret a scatter plot (A1-JJ.1)
  - S.ID.B.6.c Fit a linear function for a scatter plot that suggests a linear association.
    - Write equations for lines of best fit (A1-JJ.5)
S.ID.C Interpret linear models.
- 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.
- S.ID.C.8 Compute (using technology) and interpret the correlation coefficient of a linear fit.
  - Match correlation coefficients to scatter plots (A1-JJ.3)
  - Calculate correlation coefficients (A1-JJ.4)
- S.ID.C.9 Distinguish between correlation and causation.
  - Correlation and causation (A1-JJ.11)
- Checkpoint opportunity
  - Checkpoint: Linear modeling (A1-JJ.12)

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N.Q Quantities

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

N.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.

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

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

Checkpoint opportunity

A.CED Creating Equations

A.CED.A Create equations that describe numbers or relationships.

A.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.

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.

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.

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

Checkpoint opportunity

A.REI Reasoning with Equations and Inequalities

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

A.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.

A.REI.B Solve equations and inequalities in one variable.

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

A.REI.C Solve systems of equations.

A.REI.C.6 Solve systems of linear equations algebraically (include using the elimination method) and graphically, focusing on pairs of linear equations in two variables.

A.REI.D Represent and solve equations and inequalities graphically.

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).

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

A.SSE Seeing Structure in Expressions

A.SSE.A Interpret the structure of expressions.

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

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

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

F.BF Building Functions

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

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

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

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

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.

F.BF.B Build new functions from existing functions.

F.BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, kf(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.

Checkpoint opportunity

F.IF Interpreting Functions

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

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.

F.IF.A.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.

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

F.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.

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

F.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.

F.IF.C Analyze functions using different representations.

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.

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

F.IF.C.7.e Graph exponential and logarithmic functions, showing intercepts and end behavior.

F.IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

Checkpoint opportunity

F.LE Linear and Exponential Models

F.LE.A Construct and compare linear and exponential models and solve problems.

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

F.LE.A.1.a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

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

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

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).

F.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.

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

F.LE.B.5 Interpret the parameters in a linear or exponential function in terms of a context.

Checkpoint opportunity

G.CO Congruence

G.CO.A Experiment with transformations in the plane.

G.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.

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

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

G.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.

G.CO.B Understand congruence in terms of rigid motions.

G.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.

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.

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.

G.CO.D Make geometric constructions.

G.CO.D.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.

Checkpoint opportunity

G.GPE Expressing Geometric Properties with Equations