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.
Summarize, represent, and interpret data on single count or measurement variable.
M.3HS.1 Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets and tables to estimate areas under the normal curve.
M.3HS.3 Decide if a specified model is consistent with results from a given data-generating process, for example, using simulation. (e.g., A model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?)
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
M.3HS.4 Recognize the purposes of and differences among sample surveys, experiments and observational studies; explain how randomization relates to each.
M.3HS.15 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.3HS.18 Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x ²+ y²)² = (x² – y²)² + (2xy)² can be used to generate Pythagorean triples.
M.3HS.20 Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.
Represent and solve equations and inequalities graphically.
M.3HS.23 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.
Analyze functions using different representations.
M.3HS.24 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph polynomial functions, identifying zeros when suitable factorizations are available and showing end behavior.
M.3HS.29 Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
M.3HS.33 Represent constraints by equations or inequalities and by systems of equations and/or inequalities and interpret solutions as viable or non-viable options in a modeling context. (e.g., Represent inequalities describing nutritional and cost constraints on combinations of different foods.)
Interpret functions that arise in applications in terms of a context.
M.3HS.35 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.3HS.36 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.3HS.39 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
M.3HS.40 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.3HS.41 Write a function that describes a relationship between two quantities. 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.)
Build new functions from existing functions.
M.3HS.42 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.3HS.43 Find inverse functions. 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. (e.g., f(x) = 2 x³ or f(x) = (x+1)/(x-1) for x ≠ 1.)
M.3HS.48 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost and/or working with typographic grid systems based on ratios).