Skills available for West Virginia Precalculus standards
IXL's Precalculus skills will be aligned to the West Virginia Next Generation Content Standards and Objectives (Common Core) soon! Until then, you can view a complete list of Precalculus standards below.
Standards are in black and IXL math skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.
Extend the properties of exponents to rational exponents.
M.TMS.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.
M.TMS.8 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plan; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
Arithmetic with Polynomials and Rational Expressions
Perform arithmetic operations on polynomials.
M.TMS.10 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.
M.TMS.17 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.
M.TMS.18 Solve quadratic equations in one variable. 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. 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.
M.TMS.21 Explain why the x-coordinates of the points where the graphs of the equation y = f(x) and y = g(x) intersect are the solution of the equation f(x) = g (x); find the solution approximately (e.g., using technology to graph the functions, make tables of values or find successive approximations).
M.TMS.23 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.
Understand the concept of a function and use function notation.
M.TMS.24 Understand 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).
M.TMS.27 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.
M.TMS.33 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasingly linearly, quadratically, or (more generally) as a polynomial function.
M.TMS.34 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. 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.
M.TMS.35 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
Build a function that models a relationship between two quantities.
M.TMS.36 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).
Explain volume formulas and use them to solve problems.
M.TMS.38 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle, and informal limit arguments.
M.TMS.39 Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures.
Expressing Geometric Properties with Equations
Use coordinates to prove simple geometric theorems algebraically
M.TMS.40 Use coordinates to prove simple geometric theorems algebraically.
M.TMS.41 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, (e.g., using the distance formula).
M.TMS.42 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with topographic grid systems based on ratios).
SP Statistics and Probability
Interpreting Categorical & Quantitative Data
Summarize, represent, and interpret data on two categorical and quantitative variables.
M.TMS.43 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Interpret linear models.
M.TMS.44 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
M.TMS.45 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
M.TMS.46 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.