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.2HS.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. (e.g., We define 5¹/³ to be the cube root of 5 because we want (5¹/³)³ = 5(¹/³)³ to hold, so (5¹/³)³ must equal 5.)
Use properties of rational and irrational numbers.
M.2HS.3 Explain why sums and products of rational numbers are 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.
M.2HS.6 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.
Interpret functions that arise in applications in terms of a context.
M.2HS.7 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.2HS.8 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. (e.g., 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.)
M.2HS.11.b Use the properties of exponents to interpret expressions for exponential functions. (e.g., Identify percent rate of change in functions such as y = (1.02) to the t power, y = (0.97) to the t power, y = (1.01) to the 12t power, y = (1.2) to the t/10 power, and classify them as representing exponential growth or decay.)
M.2HS.12 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum).
Build a function that models a relationship between two quantities.
M.2HS.13 Write a function that describes a relationship between two quantities.
M.2HS.13.a Determine an explicit expression, a recursive process or steps for calculation from a context.
M.2HS.13.b Combine standard function types using arithmetic operations. (e.g., 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.
M.2HS.14 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. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
M.2HS.17.b Interpret complicated expressions by viewing one or more of their parts as a single entity.
M.2HS.18 Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).
M.2HS.23 Solve quadratic equations in one variable.
M.2HS.23.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.
M.2HS.23.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.
M.2HS.26 Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
Solve systems of equations.
M.2HS.27 Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. (e.g., Find the points of intersection between the line y = –3x and the circle x² + y² = 3.)
Understand independence and conditional probability and use them to interpret data.
M.2HS.28 Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes or as unions, intersections or complements of other events ("or," "and," "not").
M.2HS.29 Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities and use this characterization to determine if they are independent.
M.2HS.30 Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.
M.2HS.31 Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. (e.g., Collect data from a random sample of students in your school on their favorite subject among math, science and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.)
M.2HS.32 Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. (e.g., Compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.)
Use the rules of probability to compute probabilities of compound events in a uniform probability model.
M.2HS.33 Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A and interpret the answer in terms of the model.
M.2HS.40 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.
M.2HS.42 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints. Implementation may be extended to include concurrence of perpendicular bisectors and angle bisectors as preparation for M.2HS.C.3.
M.2HS.43 Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.
M.2HS.44 Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other and conversely, rectangles are parallelograms with congruent diagonals.
M.2HS.45 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally and conversely; the Pythagorean Theorem proved using triangle similarity.
M.2HS.53 Identify and describe relationships among inscribed angles, radii and chords. Include the relationship between central, inscribed and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
M.2HS.56 Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.
Use coordinates to prove simple geometric theorems algebraically.
M.2HS.59 Use coordinates to prove simple geometric theorems algebraically. (e.g., Prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).)
Explain volume formulas and use them to solve problems.
M.2HS.60 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.2HS.61 Use volume formulas for cylinders, pyramids, cones and spheres to solve problems. Volumes of solid figures scale by k3 under a similarity transformation with scale factor k.