Use properties of rational and irrational numbers.
N.RN.3 Explain why the sum or product of two rational numbers is rational; the sum of a rational and an irrational number is irrational; and the product of a nonzero rational and an irrational number is irrational.
Reason quantitatively and use units to solve problems.
N.Q.1 Use unit analysis to understand and guide the process of solving multi-step problems; choose and interpret units consistently in formulas; and choose and interpret the scale and origin in graphs and data displays.
Understand solving equations as a process of reasoning.
A.REI.1 Explain each step in solving an 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.4.b Derive the quadratic formula from this form completing the square.
A.REI.4.c 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.
A.REI.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, including but not limited to 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, quadratic and exponential.
A.REI.12 Graph a linear inequality (strict or inclusive) in two variables; graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
Understand the concept of a function and use functions notation.
F.IF.1 Understand that a function maps each element of the domain to 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 off is the graph of the equation y = f(x).
Interpret functions that arise in applications in terms of the context.
F.IF.4 For functions, including linear, quadratic, and exponential, that model 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 or decreasing, including using interval notation; maximums and minimums; symmetries.
F.BF.3 Identify the effect on the graph of f(x) (linear, exponential, quadratic) replaced with 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 contrasting cases and illustrate an explanation of the effects on the graph using technology.
F.LE.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).
S.ID.2 Use statistics appropriate to the shape and context of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
Summarize, represent and interpret data on two categorical and quantitative variables.
S.ID.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.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
S.ID.6.a Determine the function (linear, quadratic, or exponential model) that best fits a set of data and use that function fitted to data to solve problems within context.