N-RN.A Extend the properties of exponents to rational exponents.
N-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.
N-RN.B Use properties of rational and irrational numbers.
N-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.
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.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
N-Q.A.3.a Describe the effects of approximate error in measurement and rounding on measurements and on computed values from measurements. Identify significant figures in recorded measures and computed values based on the context given and the precision of the tools used to measure.
A-SSE.A.2 Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x ²)² – (y²)², thus recognizing it as a difference of squares that can be factored as (x² – y²)(x² + y²).
A-SSE.B.3.c Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15t can be rewritten as (1.15 1/12)12t≈ 1.012112t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.
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 root and rational functions and exponential functions.)
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 or refute a solution method.
A-REI.B.4 Solve quadratic equations in one variable.
A-REI.B.4.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.
A-REI.B.4.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.
A-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 x ² + y ² = 3.
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). Show that any point on the graph of an equation in two variables is a solution to the equation.
A-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.
A-REI.D.12 Graph the solutions of 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 of a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
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. For example, given a function representing a car loan, determine the balance of the loan at different points in time.
F-IF.A.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n −1) for n ≥ 1.
F-IF.B Interpret functions that arise in applications in terms of the context (linear, quadratic,exponential, rational, polynomial, square root, cube root, trigonometric, logarithmic).
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. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
F-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
F-IF.C.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
F-IF.C.8.a Use the process of factoring and/or completing the square in quadratic and polynomial functions, where appropriate, to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
F-IF.C.8.b Use the properties of exponents to interpret expressions for exponential functions. Apply to financial situations such as identifying appreciation and depreciation rate for the value of a house or car some time after its initial purchase. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, and y = (1.2)t/10, and classify them as representing exponential growth or decay.
F-IF.C.9 Translate among different representations of functions (algebraically, graphically, numerically in tables, or by verbal descriptions). Compare properties of two functions each represented in a different way. For example, given a graph of one polynomial function (including quadratic functions) and an algebraic expression for another, say which has the larger/smaller relative maximum and/or minimum.
F-BF.A.1.b Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
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. (Include linear, quadratic,exponential, absolute value, simple rational and radical, logarithmic and trigonometric functions.) Utilize technology to experiment with cases and illustrate an explanation of the effects on the graph. (Include recognizing even and odd functions from their graphs and algebraic expressions for them.)
F-BF.B.4 Find inverse functions algebraically and graphically.
F-BF.B.4.a Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. (Include linear and simple polynomial, rational, and exponential functions.)
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 (including reading these from a table).
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.
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 linear function to the data and use the fitted function to solve problems in the context of the data. Use functions fitted to data or choose a function suggested by the context. Emphasize linear and exponential models.