Tennessee Math Standards

Introduction
The Process
The Tennessee State Math Standards were reviewed and developed by Tennessee teachers for
Tennessee schools. The rigorous process used to arrive at the standards in this document began with a public
review of the then-current standards. After receiving 130,000+ reviews and 20,000+ comments, a committee
composed of Tennessee educators spanning elementary through higher education reviewed each standard.
The committee scrutinized and debated each standard using public feedback and the collective expertise of
the group. The committee kept some standards as written, changed or added imbedded examples, clarified the
wording of some standards, moved some standards to different grades, and wrote new standards that needed
to be included for coherence and rigor. From here the standards went before the appointed Standards Review
Committee to make further recommendations before being presented to the Tennessee Board of Education for
final adoption.
The result is Tennessee Math Standards for Tennessee Students by Tennesseans.

Mathematically Prepared
Tennessee students have various mathematical needs that their K-12 education should address.

All students should be able to recall and use their math education when the need arises. That is, a
student should know certain math facts and concepts such as the multiplication table, how to add, subtract,
multiply, and divide basic numbers, how to work with simple fractions and percentages, etc. There is a level of
procedural fluency that a student’s K-12 math education should provide him or her along with conceptual
understanding so that this can be recalled and used throughout his or her life. Students also need to be able
to reason mathematically. This includes problem solving skills in work and non-work related settings and the
ability to critically evaluate the reasoning of others.

A student’s K-12 math education should also prepare him or her to be free to pursue post-secondary
education opportunities. Students should be able to pursue whatever career choice, and its post-secondary
education requirements, that they desire. To this end, the K-12 math standards lay the foundation that allows
any student to continue further in college, technical school, or with any other post-secondary educational
needs.

A college and career ready math class is one that addresses all of the needs listed above. The
standards’ role is to define what our students should know, understand, and be able to do mathematically so
as to fulfill these needs. To that end, the standards address conceptual understanding, procedural fluency, and
application.

Conceptual Understanding, Procedural Fluency, and Application

In order for our students to be mathematically proficient, the standards focus on a balanced
development of conceptual understanding, procedural fluency, and application. Through this balance, students
gain understanding and critical thinking skills that are necessary to be truly college and career ready.

Conceptual understanding refers to understanding mathematical concepts, operations, and relations. It

is more than knowing isolated facts and methods. Students should be able to make sense of why a
mathematical idea is important and the kinds of contexts in which it is useful. It also allows students to connect
prior knowledge to new ideas and concepts.

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 Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly. One cannot
stop with memorization of facts and procedures alone. It is about recognizing when one strategy or procedure
is more appropriate to apply than another. Students need opportunities to justify both informal strategies and
commonly used procedures through distributed practice. Procedural fluency includes computational fluency
with the four arithmetic operations. In the early grades, students are expected to develop fluency with whole
numbers in addition, subtraction, multiplication, and division. Therefore, computational fluency expectations are
addressed throughout the standards. Procedural fluency extends students’ computational fluency and applies
in all strands of mathematics. It builds from initial exploration and discussion of number concepts to using
informal strategies and the properties of operations to develop general methods for solving problems (NCTM,
2014).
Application provides a valuable context for learning and the opportunity to practice skills in a relevant
and a meaningful way. As early as Kindergarten, students are solving simple “word problems” with meaningful
contexts. In fact, it is in solving word problems that students are building a repertoire of procedures for
computation. They learn to select an efficient strategy and determine whether the solution(s) makes sense.
Problem solving provides an important context in which students learn about numbers and other mathematical
topics by reasoning and developing critical thinking skills (Adding It Up, 2001).

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Progressions
The standards for each grade are not written to be nor are they to be considered as an island in and of
themselves. There is a flow, or progression, from one grade to the next, all the way through to the high school
standards. There are four main progressions that are composed of mathematical domains/conceptual
categories (see the Structure section below and color chart on the following page).

The progressions are grouped as follows:

Grade Domain/Conceptual Category

K Counting and Cardinality
K-5 Number and Operations in Base Ten
3-5 Number and Operations – Fractions
6-7 Ratios and Proportional Relationships
6-8 The Number System
9-12 Number and Quantity

K-5 Operations and Algebraic Thinking

6-8 Expressions and Equations
8 Functions
9-12 Algebra and Functions

K-12 Geometry

K-5 Measurement and Data

6-12 Statistics and Probability

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 Each of the progressions begins in Kindergarten, with a constant movement toward the high school
standards as a student advances through the grades. This is very important to guarantee a steady, age
appropriate progression which allows the student and teacher alike to see the overall coherence of and
connections among the mathematical topics. It also ensures that gaps are not created in the mathematical
education of our students.

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Structure of the Standards
Most of the structure of the previous state standards has been maintained. This structure is logical and
informative as well as easy to follow. An added benefit is that most Tennessee teachers are already familiar
with it.
The structure includes:
 Content Standards - Statements of what a student should know, understand, and be able to do.

 Clusters - Groups of related standards. Cluster headings may be considered as the big idea(s) that the
group of standards they represent are addressing. They are therefore useful as a quick summary of the
progression of ideas that the standards in a domain are covering and can help teachers to determine
the focus of the standards they are teaching.

 Domains - A large category of mathematics that the clusters and their respective content standards
delineate and address. For example, Number and Operations – Fractions is a domain under which
there are a number of clusters (the big ideas that will be addressed) along with their respective content
standards, which give the specifics of what the student should know, understand, and be able to do
when working with fractions.

 Conceptual Categories – The content standards, clusters, and domains in the 9 th-12th grades are
further organized under conceptual categories. These are very broad categories of mathematical
thought and lend themselves to the organization of high school course work. For example, Algebra is a
conceptual category in the high school standards under which are domains such as Seeing Structure in
Expressions, Creating Equations, Arithmetic with Polynomials and Rational Expressions, etc.

Standards and Curriculum

It should be noted that the standards are what students should know, understand, and be able to do; but,
they do not dictate how a teacher is to teach them. In other words, the standards do not dictate curriculum. For
example, students are to understand and be able to add, subtract, multiply, and divide fractions according to
the standards. Although within the standards algorithms are mentioned and examples are given for
clarification, how to approach these concepts and the order in which the standards are taught within a grade or
course are all decisions determined by the local district, school, and teachers.

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Example from the Standards’ Document for K – 8

Taken from 3rd Grade Standards:

The domain is indicated at the top of the table of standards. The left column of the table contains the
cluster headings. A light green coloring of the cluster heading (and codes of each of the standards within that
cluster) indicates the major work of the grade. Supporting standards have no coloring. In this way, printing on
a non-color printer, the standards belonging to the major work of the grade will be lightly shaded and stand
distinct from the supporting standards. This color coding scheme will be followed throughout all standards K –
12. Next to the clusters are the content standards that indicate specifically what a student is to know,
understand, and do with respect to that cluster. The numbering scheme for K-8 is intuitive and consistent
throughout the grades. The numbering scheme for the high school standards will be somewhat different.

Example coding for grades K-8 standards:

3.MD.A.1
3 is the grade level.
Measurement and Data (MD) is the domain.
A is the cluster (ordered by A, B, C, etc. for first cluster, second cluster, etc.).
1 is the standard number (the standards are numbered consecutively throughout each domain regardless of
cluster).

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Example from the Standards’ Document for 9 – 12

Taken from Integrated Math 1 Standards:

The high school standards follow a slightly different coding structure. They start with the course
indicator (M1 – Integrated Math 1, A1 – Algebra 1, G – Geometry, etc.), then the conceptual category (in the
example below – Algebra) and then the domain (just above the table of standards it represents – Seeing
Structure in Expressions). There are various domains under each conceptual category. The table of standards
contains the cluster headings (see explanation above), content standards, and the scope and clarifications
column, which gives further clarification of the standard and the extent of its coverage in the course. A with
a standard indicates a modeling standard (see MP4 on p.11). The color coding is light green for the major
work of the grade and no color for the supporting standards.

Example coding for grades 9-12 standards:

M1.A.SSE.A.1
Integrated Math 1 (M1) is the course.
Algebra (A) is the conceptual category.
Seeing Structure in Expressions (SSE) is the domain.
A is the cluster (ordered by A, B, C, etc. for first cluster, second cluster, etc.).
1 is the standard number (the standards are numbered consecutively throughout each domain regardless of
cluster).

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Tennessee State Math Standards

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The Standards for Mathematical Practice
Being successful in mathematics requires that development of approaches, practices, and habits of
mind be in place as one strives to develop mathematical fluency, procedural skills, and conceptual
understanding. The Standards for Mathematical Practice are meant to address these areas of expertise that
teachers should seek to develop within their students. These approaches, practices, and habits of mind can be
summarized as “processes and proficiencies” that successful mathematicians have as a part of their work in
mathematics.
Processes and proficiencies are two words that address the purpose and intent of the practice
standards. Process is used to indicate a particular course of action intended to achieve a result, and this ties to
the process standards from NCTM that pertain to problem solving, reasoning and proof, communication,
representation, and connections. Proficiencies pertain to being skilled in the command of fundamentals derived
from practice and familiarity. Mathematically, this addresses concepts such as adaptive reasoning, strategic
competence, conceptual understanding, procedural fluency, and productive dispositions toward the work at
hand. The practice standards are written to address the needs of the student with respect to being successful
in mathematics.

These standards are most readily developed in the solving of high-level mathematical tasks. High-level
tasks demand a greater level of cognitive effort to solve than routine practice problems do. Such tasks require
one to make sense of the problem and work at solving it. Often a student must reason abstractly and
quantitatively as he or she constructs an approach. The student must be able to argue his or her point as well
as critique the reasoning of others with respect to the task. These tasks are rich enough to support various
entry points for finding solutions. To develop the processes and proficiencies addressed in the practice
standards, students must be engaged in rich, high-level mathematical tasks that support the approaches,
practices, and habits of mind which are called for within these standards.

The following are the eight standards for mathematical practice:

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

A full description of each of these standards follows.

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MP1: Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and
looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They
make conjectures about the form and meaning of the solution and plan a solution pathway rather than
simply jumping into a solution attempt. They consider analogous problems and try special cases and
simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate
their progress and change course if necessary. Older students might, depending on the context of the
problem, transform algebraic expressions or change the viewing window on their graphing calculator to
get the information they need. Mathematically proficient students can explain correspondences between
equations, verbal descriptions, tables, and graphs or draw diagrams of important features and
relationships, graph data, and search for regularity or trends. Younger students might rely on using
concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students
check their answers to problems using a different method, and they continually ask themselves, "Does
this make sense?" They can understand the approaches of others to solving complex problems and
identify correspondences between different approaches.

MP2: Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem
situations. They bring two complementary abilities to bear on problems involving quantitative
relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and
manipulate the representing symbols as if they have a life of their own, without necessarily attending to
their referents—and the ability to contextualize, to pause as needed during the manipulation process in
order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating
a coherent representation of the problem at hand, considering the units involved, attending to the meaning
of quantities, not just how to compute them, and knowing and flexibly using different properties of
operations and objects.

MP3: Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and
previously established results in constructing arguments. They make conjectures and build a logical
progression of statements to explore the truth of their conjectures. They are able to analyze situations by
breaking them into cases and can recognize and use counterexamples. They justify their conclusions,
communicate them to others, and respond to the arguments of others. They reason inductively about
data, making plausible arguments that take into account the context from which the data arose.
Mathematically proficient students are also able to compare the effectiveness of two plausible arguments,
distinguish correct logic or reasoning from that which is flawed, and, if there is a flaw in an argument,
explain what it is. Elementary students can construct arguments using concrete referents such as objects,
drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are
not generalized or made formal until later grades. Later, students learn to determine domains to which an
argument applies. Students at all grades can listen or read the arguments of others, decide whether they
make sense, and ask useful questions to clarify or improve the arguments.

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MP4: Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising
in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition
equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a
school event or analyze a problem in the community. By high school, a student might use geometry to
solve a design problem or use a function to describe how one quantity of interest depends on another.
Mathematically proficient students who can apply what they know are comfortable making assumptions
and approximations to simplify a complicated situation, realizing that these may need revision later. They
are able to identify important quantities in a practical situation and map their relationships using such tools
as diagrams, two-way tables, graphs, flowcharts, and formulas. They can analyze those relationships
mathematically to draw conclusions. They routinely interpret their mathematical results in the context of
the situation and reflect on whether the results make sense, possibly improving the model if it has not
served its purpose.

MP5: Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical
problem. These tools might include pencil and paper, concrete models, a ruler, a compass, a protractor, a
calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry
software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to
make sound decisions about when each of these tools might be helpful, recognizing both the insight to be
gained and their limitations. For example, mathematically proficient high school students analyze graphs
of functions and solutions generated using a graphing calculator. They detect possible errors by
strategically using estimation and other mathematical knowledge. When making mathematical models,
they know that technology can enable them to visualize the results of varying assumptions, explore
consequences, and compare predictions with data. Mathematically proficient students at various grade
levels are able to identify relevant external mathematical resources, such as digital content located on a
website, and use them to pose or solve problems. They are able to use technological tools to explore and
deepen their understanding of concepts.

MP6: Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear
definitions in discussion with others and in their own reasoning. They state the meaning of the symbols
they choose, including using the equal sign consistently and appropriately. They are careful about
specifying units of measure and labeling axes to clarify the correspondence with quantities in a problem.
They calculate accurately and efficiently, expressing numerical answers with a degree of precision
appropriate for the problem context. In the elementary grades, students give carefully formulated
explanations to each other. By the time they reach high school, they have learned to examine claims and
make explicit use of definitions.

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MP7: Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students,
for example, might notice that three and seven more is the same amount as seven and three more, or
they may sort a collection of shapes according to how many sides the shapes have. Later, students see 7
× 8 equals the well-remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property.
In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize
the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary
line for solving problems. They also can step back for an overview and shift perspective. They can see
complicated things, such as some algebraic expressions, as single objects or as being composed of
several objects. For example, they can see 5 - 3(x - y)2 as 5 minus a positive number times a square and
use that to realize that its value cannot be more than 5 for any real numbers x and y.

MP8: Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated and look both for general
methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are
repeating the same calculations over and over again, and conclude they have a repeating decimal. By
paying attention to the calculation of slope as they repeatedly check whether points are on the line
through (1, 2) with slope 3, middle school students might abstract the equation (y - 2)/(x - 1) = 3. Noticing
the regularity in the way terms cancel when expanding (x - 1)(x + 1), (x - 1)(x2 + x + 1), and (x - 1)(x3 + x2
+ x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a
problem, mathematically proficient students maintain oversight of the process, while attending to the
details. They continually evaluate the reasonableness of their intermediate results.

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Literacy Skills for Mathematical Proficiency
Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and contextualizing
mathematics, students create arguments and support conclusions. They evaluate and critique the
reasoning of others and analyze and reflect on their own thought processes. Mathematically proficient
students have the capacity to engage fully with mathematics in context by posing questions, choosing
appropriate problem-solving approaches, and justifying solutions.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Reading
Reading in mathematics is different from reading literature. Mathematics contains expository text
along with precise definitions, theorems, examples, graphs, tables, charts, diagrams, and exercises.
Students are expected to recognize multiple representations of information, use mathematics in context,
and draw conclusions from the information presented. In the early grades, non-readers and struggling
readers benefit from the use of multiple representations and contexts to develop mathematical
connections, processes, and procedures. As students’ literacy skills progress, their skills in mathematics
develop so that by high school, students are using multiple reading strategies, analyzing context-based
problems to develop understanding and comprehension, interpreting and using multiple representations,
and fully engaging with mathematics textbooks and other mathematics-based materials. These skills
support Mathematical Practices 1 and 2.

Vocabulary
Understanding and using mathematical vocabulary correctly is essential to mathematical
proficiency. Mathematically proficient students use precise mathematical vocabulary to express ideas. In
all grades, separating mathematical vocabulary from everyday use of words is important for developing an
understanding of mathematical concepts. For example, a “table” in everyday use means a piece of
furniture, while in mathematics, a “table” is a way of organizing and presenting
information. Mathematically proficient students are able to parse a mathematical term, definition, or
theorem, provide examples and counterexamples, and use precise mathematical vocabulary in reading,
speaking, and writing arguments and explanations. These skills support Mathematical Practice 6.

Speaking and Listening

Mathematically proficient students can listen critically, discuss, and articulate their mathematical
ideas clearly to others. As students’ mathematical abilities mature, they move from communicating
through reiterating others’ ideas to paraphrasing, summarizing, and drawing their own conclusions. A

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mathematically proficient student uses appropriate mathematics vocabulary in verbal discussions, listens
to mathematical arguments, and dissects an argument to recognize flaws or determine validity. These
skills support Mathematical Practice 3.

Writing
Mathematically proficient students write mathematical arguments to support and refute conclusions
and cite evidence for these conclusions. Throughout all grades, students write reflectively to compare and
contrast problem-solving approaches, evaluate mathematical processes, and analyze their thinking and
decision-making processes to improve their mathematical strategies. These skills support Mathematical
Practices 2, 3, and 4.

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Mathematics | Grade K

The descriptions below provide an overview of the mathematical concepts and skills that students
explore throughout Kindergarten.

Counting and Cardinality

Students use numbers, including written numerals and counting, to develop concepts about quantity.
Students use numbers to solve contextual problems and represent quantities, such as counting
objects in a set, counting out a given number of objects, and comparing sets or numerals. Students
use effective strategies for counting and answering quantitative questions, including quickly
recognizing the cardinalities of small sets of objects and learning about counting sequences.

Operations and Algebraic Thinking

Students develop an understanding of addition and subtraction and determine when to add or
subtract in a given context. Students should solve a variety of problem types in order to make
connections among contexts, equations, and strategies (See Table 1 - Addition and Subtraction
Situations). Students choose from multiple representations (including using objects, fingers, mental
images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations)
when solving addition and subtraction problems within 10. Students decompose quantities within 10
in various ways, and fluently add and subtract using mental strategies. By the end of Kindergarten,
students should fluently add and subtract within 10.

Number and Operations in Base Ten

Students understand that numbers from 11 to 19 represent ten ones and some more ones by using
objects or drawings, and record each composition or decomposition by a drawing and/or write an
equation to represent this relationship.

Measurement and Data

Students describe and sort objects in many different ways. This includes length, weight, and coins.
They classify objects in categories and compare measurable attributes. Students begin to learn to
graph and analyze collections of objects. Students learn to identify the penny, nickel, dime, and
quarter and know the value of each.

Geometry
Students describe their physical world using geometric ideas, vocabulary, and positional words.
Regardless of orientation, students name two-dimensional and three-dimensional shapes, compare
shapes, and combine shapes to create new shapes. Students identify patterns they discover in
numbers, counting, and shapes.

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Standards for Mathematical Practice
Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

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 Counting and Cardinality (CC)
Cluster Headings Content Standards

K.CC.A.1 Count to 100 by ones, fives, and tens. Count backward from 10.

A. Know number names K.CC.A.2 Count forward beginning from a given number within the known
and the counting sequence (instead of having to begin at 1).
sequence.

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a

written numeral 0-20.

K.CC.B.4 Understand the relationship between numbers and quantities; connect

counting to cardinality.
a. When counting objects, say the number names in the standard order, using
one-to-one correspondence.
b. Recognize that the last number name said tells the number of objects
counted. The number of objects is the same regardless of their
B. Count to tell the number arrangement or the order in which they were counted.
of objects.
c. Recognize that each successive number name refers to a quantity that is
one greater.

K.CC.B.5 Count to answer “how many?” questions about as many as 20 things

arranged in a line, a rectangular array, a circle, or as many as 10 things in a
scattered configuration. Given a number from 1-20, count out that many objects.

K.CC.C.6 Identify whether the number of objects in one group is greater than, less
than, or equal to the number of objects in another group.

C. Compare numbers.

K.CC.C.7 Compare two given numbers up to 10, when written as numerals, using
the terms greater than, less than, or equal to.

Operations and Algebraic Thinking (OA)

Cluster Headings Content Standards

A. Understand addition as K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images,
putting together and drawings, sounds, acting out situations, verbal explanations, expressions, or
adding to, and understand equations.
subtraction as taking apart
and taking from.
K.OA.A.2 Add and subtract within 10 to solve contextual problems using objects or
(See Table 1 - Addition and
drawings to represent the problem.
Subtraction Situations)

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 Cluster Headings Content Standards

K.OA.A.3 Decompose numbers less than or equal to 10 into addend pairs in more
than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1) by using objects or drawings. Record
A. Understand addition as each decomposition using a drawing or writing an equation.
putting together and
adding to, and understand
subtraction as taking apart K.OA.A.4 Find the number that makes 10, when added to any given number, from
and taking from. 1 to 9 using objects or drawings. Record the answer using a drawing or writing an
(See Table 1 - Addition and equation.
Subtraction Situations)

K.OA.A.5 Fluently add and subtract within 10 using mental strategies.

Number and Operations in Base Ten (NBT)

Cluster Headings Content Standards

K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and
A. Work with numbers 11– some more ones by using objects or drawings. Record the composition or
19 to gain foundations for decomposition using a drawing or by writing an equation.
place value.

Measurement and Data (MD)

Cluster Headings Content Standards

K.MD.A.1 Describe measurable attributes of objects, such as length or weight.

Describe several measurable attributes of a single object.

A. Describe and compare

measurable attributes. K.MD.A.2 Directly compare two objects with a measurable attribute in common, to
see which object has more of/less of the attribute, and describe the difference. For
example, directly compare the heights of two children and describe one child as
taller/shorter.

K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of
B. Work with money.
each.

C. Classify objects and K.MD.C.4 Sort a collection of objects into a given category, with 10 or less in each
count the number of category. Compare the categories by group size.
objects in each category.

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 Geometry (G)
Cluster Headings Content Standards

K.G.A.1 Describe objects in the environment using names of shapes. Describe the
relative positions of these objects using terms such as above, below, beside, in
A. Identify and describe front of, behind, between, and next to.
shapes (squares, circles,
triangles, rectangles,
hexagons, cubes, cones, K.G.A.2 Correctly name shapes regardless of their orientations or overall size.
cylinders, and spheres).

K.G.A.3 Identify shapes as two-dimensional or three-dimensional.

K.G.B.4 Describe similarities and differences between two- and three-dimensional

shapes, in different sizes and orientations.

B. Analyze, compare,
create, and compose K.G.B.5 Model shapes in the world by building and drawing shapes.
shapes.

K.G.B.6 Compose larger shapes using simple shapes and identify smaller shapes
within a larger shape.

Major content of the grade is indicated by the light green shading of the cluster heading and standard’s coding.

Major Content Supporting Content

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Mathematics | Grade 1

The descriptions below provide an overview of the mathematical concepts and skills that students
explore throughout the 1st grade.

Operations and Algebraic Thinking

Students extend previous understanding of addition and subtraction to solve contextual problems
within 20, add three addends, and recognize subtraction as an unknown addend problem. Students
solve a variety of problem types, with unknowns in all positions, in order to make connections among
contexts, equations, and strategies (See Table 1 - Addition and Subtraction Situations). Students
should apply properties of operations as strategies to add and subtract when needed (See Table 3 -
Properties of Operations). By the end of 1st grade, students should know from memory sums of 10
and fluently add and subtract within 20.
Students demonstrate their understanding of the equal sign (=) by determining if addition/subtraction
equations are true or false and writing equations to represent a given situation.

Numbers and Operations in Base Ten

Students read, write, and represent a given number of objects numerically and extend the counting
sequence to 120. They demonstrate the ability to count from any number up to 120 and count
backward from 20. Students understand that two-digit numbers represent groups of tens and ones
and each two-digit number can be composed and decomposed in a variety of ways. Using place
value understanding, students compare two-digit numbers based on the number of tens and ones
represented in the given numbers using symbols for comparison.
Students build number sense and use increasingly sophisticated strategies based on place value and
properties of operations to add and subtract.

Measurement and Data

This is the first time students develop an understanding of the meaning and processes of
measurement including iteration of non-standard equal-sized units. Students compare two objects
using a third object as a benchmark and also order objects by length. Students are introduced to
writing and telling time to the nearest hour and half-hour. Students build on their previous work in
kindergarten and count the value of like coins using the ¢ symbol. Students interpret data to answer
questions such as how many more or less.

Geometry
Students build on previous knowledge to explore attributes of shapes and to build, draw, and identify
two-dimensional shapes. Two and three-dimensional shapes are used to create composite shapes.
This is the first time students partition circles and rectangles to create halves and fourths/quarters.

Revised April 5, 2018

Standards for Mathematical Practice
Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Operations and Algebraic Thinking (OA)
Cluster Headings Content Standards

1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns
in all positions, involving situations of add to, take from, put together/take apart, and
compare. Use objects, drawings, and equations with a symbol for the unknown
A. Represent and solve number to represent the problem. (See Table 1 - Addition and Subtraction
Situations)
problems involving
addition and subtraction.
1.OA.A.2 Add three whole numbers whose sum is within 20 to solve contextual
problems using objects, drawings, and equations with a symbol for the unknown
number to represent the problem.

B. Understand and apply 1.OA.B.3 Apply properties of operations (additive identity, commutative, and
properties of operations associative) as strategies to add and subtract. (Students need not use formal terms
and the relationship for these properties.)
between addition and
subtraction. 1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, to
(See Table 3 - Properties of solve 10 – 8 = ___, a student can use 8 + ___ = 10.
Operations)

1.OA.C.5 Add and subtract within 20 using strategies such as counting on,
counting back, making 10, using fact families and related known facts, and
composing/ decomposing numbers with an emphasis on making ten (e.g., 13 - 4 =
13 - 3 - 1 = 10 - 1 = 9 or adding 6 + 7 by creating the known equivalent 6 + 4 + 3 =
C. Add and subtract within 10 + 3 = 13).
20.
1.OA.C.6 Fluently add and subtract within 20 using mental strategies. By the end
of 1st grade, know from memory all sums up to 10.

1.OA.D.7 Understand the meaning of the equal sign (e.g., 6 = 6; 5 + 2 = 4 + 3; 7 =

8 - 1). Determine if equations involving addition and subtraction are true or false.
D. Work with addition and
subtraction equations.
1.OA.D.8 Determine the unknown whole number in an addition or subtraction
equation, with the unknown in any position (e.g., 8 + ? = 11, 5 = ? - 3, 6 + 6 = ?).

Number and Operations in Base Ten (NBT)

Cluster Headings Content Standards

A. Extend the counting 1.NBT.A.1 Count to 120, starting at any number. Read and write numerals to 120
sequence. and represent a number of objects with a written numeral. Count backward from 20.

1.NBT.B.2 Know that the digits of a two-digit number represent groups of tens and
ones (e.g., 39 can be represented as 39 ones, 2 tens and 19 ones, or 3 tens and 9
B. Understand place value. ones).
1.NBT.B.3 Compare two two-digit numbers based on the meanings of the digits in
each place and use the symbols >, =, and < to show the relationship.

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 Cluster Headings Content Standards

1.NBT.C.4 Add a two-digit number to a one-digit number and a two-digit number to

a multiple of ten (within 100). Use concrete models, drawings, strategies based on
place value, properties of operations, and/or the relationship between addition and
subtraction to explain the reasoning used.
C. Use place value
understanding and
1.NBT.C.5 Mentally find 10 more or 10 less than a given two-digit number without
properties of operations to having to count by ones and explain the reasoning used.
add and subtract.

1.NBT.C.6 Subtract multiples of 10 from multiples of 10 in the range 10-90 using

concrete models, drawings, strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.

Measurement and Data (MD)

Cluster Headings Content Standards

1.MD.A.1 Order three objects by length. Compare the lengths of two objects
indirectly by using a third object. For example, to compare indirectly the heights of
A. Measure lengths Bill and Susan: if Bill is taller than mother and mother is taller than Susan, then Bill
indirectly and by iterating is taller than Susan.
length units.

1.MD.A.2 Measure the length of an object using non-standard units and express
this length as a whole number of units.

1.MD.B.3 Tell and write time in hours and half-hours using analog and digital
clocks.
B. Work with time and
money.
1.MD.B.4 Count the value of a set of like coins less than one dollar using the ¢
symbol only.

1.MD.C.5 Organize, represent, and interpret data with up to three categories. Ask
C. Represent and interpret
and answer questions about the total number of data points, how many in each
data.
category, and how many more or less are in one category than in another.

Revised April 5, 2018

 Geometry (G)
Cluster Headings Content Standards

1.G.A.1 Distinguish between attributes that define a shape (e.g., number of sides
and vertices) versus attributes that do not define the shape (e.g., color, orientation,
overall size); build and draw two-dimensional shapes to possess defining
attributes.

1.G.A.2 Create a composite shape and use the composite shape to make new
A. Reason about shapes
shapes by using two-dimensional shapes (rectangles, squares, trapezoids,
and their attributes. triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes,
rectangular prisms, cones, and cylinders).

1.G.A.3 Partition circles and rectangles into two and four equal shares, describe
the shares using the words halves, fourths, and quarters, and use the phrases half
of, fourth of, and quarter of. Describe the whole as two of, or four of the shares.
Understand for these examples that partitioning into more equal shares creates
smaller shares.

Major content of the grade is indicated by the light green shading of the cluster heading and standard’s coding.

Major Content Supporting Content

Revised April 5, 2018

Revised April 5, 2018
Revised April 5, 2018
Mathematics | Grade 2

The descriptions below provide an overview of the mathematical concepts and skills that students
explore throughout the 2nd grade.

Operations & Algebraic Thinking

Students solve one- and two-step addition and subtraction contextual problems within 100 with an
unknown in any position. Students should solve a variety of problem types in order to make
connections among contexts, equations, and strategies (See Table 1 - Addition and Subtraction
Situations). Students also represent these problems with objects, drawings, and/or equations.
Students build upon previously taught strategies to mentally add and subtract within 30. Students
know from memory all sums of two one-digit numbers and related subtraction facts.

Numbers & Operations in Base Ten

Students extend their understanding of the base-ten place value system to 1,000. This includes
counting by ones, fives, tens, and hundreds. Students write numbers using standard form, word form,
and expanded form. They deepen their understanding of different ways a number can be composed
and decomposed. Students extend their understanding of place value, properties of operations, and
the relationship between addition and subtraction to add and subtract within 1,000 and fluently add
and subtract within 100 (See Table 3 - Properties of Operations). They add up to four two-digit
numbers. They should also be able to explain why these strategies work. Students mentally add and
subtract 10 or 100 from a given number 100-900.

Measurement & Data

In previous grades, students measured with non-standard units. Students in 2nd grade measure with
standard units (centimeter and inch) and they use rulers and other measurement tools with the
understanding that linear measure involves an iteration of units. They recognize that the smaller the
unit, the more iterations they need to cover a given length. Students use addition and subtraction to
solve contextual problems involving lengths in the same units and represent lengths on a number
line.

Geometry
Students describe and analyze shapes by examining their sides and angles. Students recognize and
draw shapes based on given attributes, such as draw a shape with 3 vertices. Students also are able
to partition circles and rectangles into two, three, and four equal shares and rectangles into rows and
columns, laying the foundation for fractions and area.

Revised April 5, 2018

Standards for Mathematical Practice
Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Operations and Algebraic Thinking (OA)
Cluster Headings Content Standards

A. Represent and solve 2.OA.A.1 Add and subtract within 100 to solve one- and two-step contextual
problems involving problems, with unknowns in all positions, involving situations of add to, take from,
addition and subtraction. put together/take apart, and compare. Use objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
(See Table 1 - Addition and
Subtraction Situations)

B. Add and subtract within 2.OA.B.2 Fluently add and subtract within 30 using mental strategies. By the end of
2nd grade, know from memory all sums of two one-digit numbers and related
30.
subtraction facts.

2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even
number of members by pairing objects or counting them by 2s. Write an equation to
C. Work with equal groups express an even number as a sum of two equal addends.
of objects to gain
foundations for
multiplication. 2.OA.C.4 Use repeated addition to find the total number of objects arranged in
rectangular arrays with up to 5 rows and up to 5 columns; write an equation to
express the total as a sum of equal addends.

Number and Operations in Base Ten (NBT)

Cluster Headings Content Standards

2.NBT.A.1 Know that the three digits of a three-digit number represent amounts of
hundreds, tens, and ones (e.g., 706 can be represented in multiple ways as 7
hundreds, 0 tens, and 6 ones; 706 ones; or 70 tens and 6 ones).

2.NBT.A.2 Count within 1000. Skip-count within 1000 by 5s, 10s, and 100s, starting
from any number in its skip counting sequence.
A. Understand place value.

2.NBT.A.3 Read and write numbers to 1000 using standard form, word form, and
expanded form.

2.NBT.A.4 Compare two three-digit numbers based on the meanings of the digits
in each place and use the symbols >, =, and < to show the relationship.

2.NBT.B.5 Fluently add and subtract within 100 using properties of operations,
B. Use place value strategies based on place value, and/or the relationship between addition and
understanding and subtraction.
properties of operations to
add and subtract.
(See Table 3 - Properties of 2.NBT.B.6 Add up to four two-digit numbers using properties of operations and
Operations) strategies based on place value.

Revised April 5, 2018

 Cluster Headings Content Standards

2.NBT.B.7 Add and subtract within 1000 using concrete models, drawings,
strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction to explain the reasoning used.
B. Use place value
understanding and
properties of operations to
add and subtract. 2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally
subtract 10 or 100 from a given number 100– 900.
(See Table 3 - Properties of
Operations)
2.NBT.B.9 Explain why addition and subtraction strategies work using properties of
operations and place value. (Explanations may include words, drawing, or objects.)

Measurement and Data (MD)

Cluster Headings Content Standards

2.MD.A.1 Measure the length of an object by selecting and using appropriate tools
such as rulers, yardsticks, meter sticks, and measuring tapes.

2.MD.A.2 Measure the length of an object using two different units of measure and
describe how the two measurements relate to the size of the unit chosen.
A. Measure and estimate
lengths in standard units.
2.MD.A.3 Estimate lengths using units of inches, feet, yards, centimeters, and
meters.

2.MD.A.4 Measure to determine how much longer one object is than another and
express the difference in terms of a standard unit of length.

2.MD.B.5 Add and subtract within 100 to solve contextual problems involving
lengths that are given in the same units by using drawings and equations with a
symbol for the unknown to represent the problem.

B. Relate addition and

subtraction to length.
2.MD.B.6 Represent whole numbers as lengths from 0 on a number line and know
that the points corresponding to the numbers on the number line are equally
spaced. Use a number line to represent whole number sums and differences of
lengths within 100.

2.MD.C.7 Tell and write time in quarter hours and to the nearest five minutes (in
a.m. and p.m.) using analog and digital clocks.
C. Work with time and
money.
2.MD.C.8 Solve contextual problems involving dollar bills, quarters, dimes, nickels,
and pennies using ¢ and $ symbols appropriately.

Revised April 5, 2018

 Cluster Headings Content Standards

2.MD.D.9 Generate measurement data by measuring lengths of several objects to

the nearest whole unit. Show the measurements by making a line plot, where the
horizontal scale is marked off in whole-number units.
D. Represent and interpret
data.
2.MD.D.10 Draw a pictograph and a bar graph (with intervals of one) to represent a
data set with up to four categories. Solve addition and subtraction problems related
to the data in a graph.

Geometry (G)
Cluster Headings Content Standards

2.G.A.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Draw

two-dimensional shapes having specified attributes (as determined directly or
visually, not by measuring), such as a given number of angles or a given number of
sides of equal length.

A. Reason about shapes 2.G.A.2 Partition a rectangle into rows and columns of same-sized squares and find
and their attributes. the total number of squares.

2.G.A.3 Partition circles and rectangles into two, three, and four equal shares,
describe the shares using the words halves, thirds, fourths, half of, a third of, and a
fourth of, and describe the whole as two halves, three thirds, four fourths.
Recognize that equal shares of identical wholes need not have the same shape.

Major content of the grade is indicated by the light green shading of the cluster heading and standard’s coding.

Major Content Supporting Content

Revised April 5, 2018

Revised April 5, 2018
Revised April 5, 2018
Mathematics | Grade 3
The descriptions below provide an overview of the mathematical concepts and skills that students explore
throughout the 3rd grade.

Operations and Algebraic Thinking

Students build on their understanding of addition and subtraction to develop an understanding of the meanings of
multiplication and division of whole numbers. Students use increasingly sophisticated strategies based on properties
of operations to fluently solve multiplication and division problems within 100 (See Table 3 - Properties of
Operations). Students interpret multiplication as finding an unknown product in situations involving equal-sized
groups, arrays, area and measurement models, and division as finding an unknown factor in situations involving the
unknown number of groups or the unknown group size. Students use these interpretations to represent and solve
contextual problems with unknowns in all positions. By the end of 3rd grade, students should know from memory all
products of single-digit numbers and the related division facts.

Students use all four operations to solve two-step word problems and use place value, mental computation, and
estimation strategies to assess the reasonableness of solutions. They build number sense by investigating
numerical representations, such as addition or multiplication tables for the purpose of identifying arithmetic patterns.
Students should solve a variety of problem types in order to make connections among contexts, equations, and
strategies (See Table 1 - Addition and Subtraction Situations and Table 2 - Multiplication and Division Situations).

Number and Operations in Base Ten

Students begin to develop an understanding of rounding whole numbers to the nearest ten or hundred. Students
fluently add and subtract within 1000 using strategies and algorithms. Students multiply one-digit whole numbers by
multiples of 10.

Number and Operations in Fractions

This domain builds on the previous skill of partitioning shapes in geometry. This is the first time students are
introduced to unit fractions. Students understand that fractions are composed of unit fractions and they use visual
fraction models to represent parts of a whole. Students build on their understanding of number lines to represent
fractions as locations and lengths on a number line. Students use fractions to represent numbers equal to, less than,
and greater than 1 and are able to generate simple equivalent fractions by using drawings and/or reasoning about
fractions. Students understand that the size of a fractional part is relative to the size of the whole.

Measurement and Data

In 2nd grade, students tell time in five minute increments, measure lengths, and create bar graphs, pictographs, and
line plots with whole number units. In 3rd grade, students tell and write time to the nearest minute and solve
contextual problems involving addition and subtraction. They use appropriate tools to measure and estimate liquid
volume and mass. Students draw scaled pictographs and bar graphs and answer two-step questions about these
graphs. Students generate measurement data and represent the data on line plots marked with whole number, half,
or quarter units. Students recognize area as an attribute of two-dimensional shapes and measure the area of a
shape using the standard unit (a square) by finding the total number of same-sized units required to cover the shape
without gaps or overlaps. Students connect area to multiplication and use multiplication to justify the area of a
rectangle by decomposing rectangles into rectangular arrays of squares.

Geometry
Students understand that shapes in given categories have shared attributes and they identify polygons. Students
continue their understanding of shapes and fractions by partitioning shapes into parts with equal areas and identify
the parts with unit fractions.

Revised April 5, 2018

Standards for Mathematical Practice
Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Operations and Algebraic Thinking (OA)
Cluster Headings Content Standards

3.OA.A.1 Interpret the factors and products in whole number multiplication

equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings
measuring 7 inches each with a total of 28 inches.)

3.OA.A.2 Interpret the dividend, divisor, and quotient in whole number division
equations (e.g., 28 ÷ 7 can be interpreted as 28 objects divided into 7 equal groups
with 4 objects in each group or 28 objects divided so there are 7 objects in each of
the 4 equal groups).

A. Represent and solve

problems involving 3.OA.A.3 Multiply and divide within 100 to solve contextual problems, with
multiplication and unknowns in all positions, in situations involving equal groups, arrays, and
division. measurement quantities using strategies based on place value, the properties of
operations, and the relationship between multiplication and division (e.g., contexts
including computations such as 3 x ? = 24, 6 x 16 = ?, ? ÷ 8 = 3, or 96 ÷ 6 = ?)
(See Table 2 - Multiplication and Division Situations).

3.OA.A.4 Determine the unknown whole number in a multiplication or division

equation relating three whole numbers within 100. For example, determine the
unknown number that makes the equation true in each of the equations: 8 x ? = 48,
5 = ? ÷ 3, 6 x 6 =?

3.OA.B.5 Apply properties of operations as strategies to multiply and divide.

B. Understand properties (Students need not use formal terms for these properties.) Examples: If 6 x 4 = 24
of multiplication and the is known, then 4 x 6 = 24 is also known (Commutative property of multiplication). 3
relationship between x 5 x 2 can be solved by (3 x 5) x 2 or 3 x (5 x 2) (Associative property of
multiplication and multiplication). One way to find 8 x 7 is by using 8 x (5 + 2) = (8 x 5) + (8 x 2). By
division. knowing that 8 x 5 = 40 and 8 x 2 = 16, then 8 x 7 = 40 + 16 = 56 (Distributive
property of multiplication over addition).

(See Table 3 - Properties of

Operations) 3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32
÷ 8 by finding the number that makes 32 when multiplied by 8.

3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the
C. Multiply and divide relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one
within 100. knows 40 ÷ 5 = 8) or properties of operations. By the end of 3rd grade, know from
memory all products of two one-digit numbers and related division facts.

Revised April 5, 2018

 Cluster Headings Content Standards

3.OA.D.8 Solve two-step contextual problems using the four operations. Represent
these problems using equations with a letter standing for the unknown quantity.
Assess the reasonableness of answers using mental computation and estimation
strategies including rounding (See Table 1 - Addition and Subtraction Situations and
D. Solve problems
Table 2 - Multiplication and Division Situations).
involving the four
operations and identify
and explain patterns in
3.OA.D.9 Identify arithmetic patterns (including patterns in the addition and
arithmetic.
multiplication tables) and explain them using properties of operations. For example,
analyze patterns in the multiplication table and observe that 4 times a number is
always even (because 4 x 6 = (2 x 2) x 6 = 2 x (2 x 6), which uses the associative
property of multiplication) (See Table 3 - Properties of Operations).

Number and Operations in Base Ten (NBT)

Cluster Headings Content Standards

3.NBT.A.1 Round whole numbers to the nearest 10 or 100 using understanding of

place value.

A. Use place value

understanding and 3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms
based on place value, properties of operations, and/or the relationship between
properties of operations to
addition and subtraction.
perform multi-digit
arithmetic.
3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90
(e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of
operations.

Number and Operations - Fractions (NF)

Limit denominators of fractions to 2, 3, 4, 6, and 8.
Cluster Headings Content Standards

1
3.NF.A.1 Understand a fraction, 𝑏, as the quantity formed by 1 part when a whole is
𝑎
partitioned into b equal parts (unit fraction); understand a fraction as the quantity
A. Develop understanding 𝑏
1 3
of fractions as numbers. formed by a parts of size 𝑏. For example, 4
represents a quantity formed by 3 parts
1
of size .
4

Revised April 5, 2018

 Cluster Headings Content Standards

3.NF.A.2 Understand a fraction as a number on the number line. Represent

fractions on a number line.
1
a. Represent a fraction 𝑏 on a number line diagram by defining the interval
from 0 to 1 as the whole and partitioning it into b equal parts. Recognize
1 1
that each part has size 𝑏 and that the endpoint locates the number 𝑏 on the
number line. For example, on a number line from 0 to 1, students can
partition it into 4 equal parts and recognize that each part represents a
1 1
length of and the first part has an endpoint at on the number line.
4 4
𝑎 1
b. Represent a fraction 𝑏 on a number line diagram by marking off a lengths 𝑏
𝑎
from 0. Recognize that the resulting interval has size 𝑏 and that its endpoint
𝑎 5
locates the number 𝑏 on the number line. For example, 3 is the distance
1
from 0 when there are 5 iterations of .
3
A. Develop understanding
of fractions as numbers. 3.NF.A.3 Explain equivalence of fractions and compare fractions by reasoning
about their size.
a. Understand two fractions as equivalent (equal) if they are the same size or
the same point on a number line.
1 2 4 2
b. Recognize and generate simple equivalent fractions (e.g., 2 = 4 , 6 = 3 ) and
explain why the fractions are equivalent using a visual fraction model.
c. Express whole numbers as fractions and recognize fractions that are
3
equivalent to whole numbers. For example, express 3 in the form 3 = 1;
6 4
recognize that 1 = 6; locate 4 and 1 at the same point on a number line
diagram.
d. Compare two fractions with the same numerator or the same denominator
by reasoning about their size. Recognize that comparisons are valid only
when the two fractions refer to the same whole. Use the symbols >, =, or <
to show the relationship and justify the conclusions.

Measurement and Data (MD)

Cluster Headings Content Standards

3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in
minutes. Solve contextual problems involving addition and subtraction of time
intervals in minutes. For example, students may use a number line to determine the
A. Solve problems difference between the start time and the end time of lunch.
involving measurement
and estimation of intervals
of time, liquid volumes, 3.MD.A.2 Measure the mass of objects and liquid volume using standard units of
and masses of objects. grams (g), kilograms (kg), milliliters (ml), and liters (l). Estimate the mass of objects
and liquid volume using benchmarks. For example, a large paper clip is about one
gram, so a box of about 100 large clips is about 100 grams.

Revised April 5, 2018

 Cluster Headings Content Standards

3.MD.B.3 Draw a scaled pictograph and a scaled bar graph to represent a data set
with several categories. Solve one- and two-step "how many more" and "how many
less" problems using information presented in scaled graphs.
B. Represent and interpret
data.
3.MD.B.4 Generate measurement data by measuring lengths using rulers marked
with halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units: whole numbers, halves, or
quarters.

3.MD.C.5 Recognize that plane figures have an area and understand concepts of
area measurement.
a. Understand that a square with side length 1 unit, called "a unit square," is
said to have "one square unit" of area and can be used to measure area.
b. Understand that a plane figure which can be covered without gaps or
overlaps by n unit squares is said to have an area of n square units.

3.MD.C.6 Measure areas by counting unit squares (square centimeters, square

meters, square inches, square feet, and improvised units).

3.MD.C.7 Relate area of rectangles to the operations of multiplication and addition.

C. Geometric
measurement: understand a. Find the area of a rectangle with whole-number side lengths by tiling it and
and apply concepts of show that the area is the same as would be found by multiplying the side
area and relate area to lengths.
multiplication and to b. Multiply side lengths to find areas of rectangles with whole number side
addition. lengths in the context of solving real-world and mathematical problems and
represent whole-number products as rectangular areas in mathematical
reasoning.
c. Use tiling to show in a concrete case that the area of a rectangle with
whole-number side lengths a and b + c is the sum of a x b and a x c. Use
area models to represent the distributive property in mathematical
reasoning. For example, in a rectangle with dimensions 4 by 6, students
can decompose the rectangle into 4 x 3 and 4 x 3 to find the total area of 4
x 6. (See Table 3 - Properties of Operations)
d. Recognize area as additive. Find areas of rectilinear figures by
decomposing them into non-overlapping rectangles and adding the areas
of the non-overlapping parts, applying this technique to solve real-world
problems.

D. Geometric
measurement: recognize 3.MD.D.8 Solve real-world and mathematical problems involving perimeters of
perimeter as an attribute polygons, including finding the perimeter given the side lengths, finding an unknown
of plane figures and side length, and exhibiting rectangles with the same perimeter and different areas
distinguish between linear or with the same area and different perimeters.
and area measures.

Revised April 5, 2018

 Geometry (G)
Cluster Headings Content Standards

3.G.A.1 Understand that shapes in different categories may share attributes and
that the shared attributes can define a larger category. Recognize rhombuses,
rectangles, and squares as examples of quadrilaterals and draw examples of
quadrilaterals that do not belong to any of these subcategories.

A. Reason about shapes

and their attributes. 3.G.A.2 Partition shapes into parts with equal areas. Express the area of each
part as a unit fraction of the whole. For example, partition a shape into 4 parts with
equal area and describe the area of each part as 1/4 of the area of the shape.

3.G.A.3 Determine if a figure is a polygon.

Major content of the grade is indicated by the light green shading of the cluster heading and standard’s coding.

Major Content Supporting Content

Revised April 5, 2018

Revised April 5, 2018
Revised April 5, 2018
Revised April 5, 2018
Mathematics | Grade 4
The descriptions below provide an overview of the mathematical concepts and skills that students explore
throughout the 4th grade.

Operations and Algebraic Thinking

Students build on their knowledge of multiplication and begin to interpret and represent multiplication as a
comparison. They multiply and divide to solve contextual problems involving multiplicative situations,
distinguishing their solutions from additive comparison situations. Students solve multi-step whole number
contextual problems using the four operations representing the unknown as a variable within equations (See
Table 1 - Addition and Subtraction Situations and Table 2 - Multiplication and Division Situations). They apply
appropriate methods to estimate and check for reasonableness. This is the first time students find and interpret
remainders in context. Students find factors and multiples, and they identify prime and composite numbers.
Students generate number or shape patterns following a given rule.

Number and Operations in Base Ten

Students generalize place value understanding to read and write numbers to 1,000,000, using standard form,
word form, and expanded form. They compare the relative size of the numbers and round numbers to the
nearest hundred thousand, which builds on 3rd grade rounding concepts. By the end of 4th grade, students
should fluently add and subtract multi-digit whole numbers to 1,000,000. Students use strategies based on
place value and the properties of operations to multiply a whole number up to four-digits by a one-digit number,
and multiply two two-digit numbers. They use these strategies and the relationship between multiplication and
division to find whole number quotients and remainders up to four-digit dividends and one-digit divisors (See
Table 3 - Properties of Operations).

Number and Operations-Fractions

Students continue to develop an understanding of fraction equivalence by reasoning about the size of the
fractions, using a benchmark fraction to compare the fractions, or finding a common denominator. Students
extend previous understanding of unit fractions to compose and decompose fractions in different ways. They
use the meaning of fractions and the meaning of multiplication as repeated addition to multiply a whole number
by a fraction. Students solve contextual problems involving addition and subtraction of fractions with like
denominators and multiplication of a whole number by a fraction (See Table 1 - Addition and Subtraction
Situations and Table 2 - Multiplication and Division Situations for whole number situations that can be applied
to fractions). Students learn decimal notation for the first time to represent fractions with denominators of 10
and 100. They express these fractions and their equivalents as decimals and are able to read, write, compare,
and locate these decimals on a number line.

Measurement and Data

Students know the relative sizes of measurement units within one system of units. They use the four
operations to solve contextual problems involving measurement. Students build on their previous
understanding of area and perimeter to generate and apply formulas for finding the area and perimeter of
rectangles. Students also build on their understanding of line plots and solve problems involving fractions
using operations appropriate for the grade. For the first time, students learn concepts of angle measurement.

Geometry
Students extend their previous understanding to analyze and classify shapes based on line and angle types.
Students also use knowledge of line and angle types to identify right triangles. Students recognize and draw
lines of symmetry for the first time.

Revised April 5, 2018

Standards for Mathematical Practice
Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Operations and Algebraic Thinking (OA)
Cluster Headings Content Standards

4.OA.A.1 Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 x

7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5).
Represent verbal statements of multiplicative comparisons as multiplication
equations.

A. Use the four operations 4.OA.A.2 Multiply or divide to solve contextual problems involving multiplicative
with whole numbers to comparison, and distinguish multiplicative comparison from additive comparison. For
solve problems. example, school A has 300 students and school B has 600 students: to say that
(See Table 1 - Addition and school B has two times as many students is an example of multiplicative
Subtraction Situations and comparison; to say that school B has 300 more students is an example of additive
Table 2 - Multiplication and comparison.
Division Situations)

4.OA.A.3 Solve multi-step contextual problems posed with whole numbers and
having whole-number answers using the four operations, including problems in
which remainders must be interpreted. Represent these problems using equations
with a letter standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies including rounding.

4.OA.B.4 Find all factor pairs for a whole number in the range 1–100. Recognize
B. Gain familiarity with that a whole number is a multiple of each of its factors. Determine whether a given
factors and multiples. whole number in the range 1–100 is a multiple of a given one-digit number.
Determine whether a given whole number in the range 1–100 is prime or composite.

4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify
apparent features of the pattern that were not explicit in the rule itself. For example,
C. Generate and analyze
given the rule "Add 3" and the starting number 1, generate terms in the resulting
patterns.
sequence and observe that the terms appear to alternate between odd and even
numbers. Explain informally why the numbers will continue to alternate in this way.

Number and Operations in Base Ten (NBT)

Cluster Headings Content Standards

4.NBT.A.1 Recognize that in a multi-digit whole number (less than or equal to

1,000,000), a digit in one place represents 10 times as much as it represents in the
place to its right. For example, recognize that 7 in 700 is 10 times bigger than the 7
in 70 because 700 ÷ 70 = 10 and 70 x 10 = 700.

A. Generalize place value 4.NBT.A.2 Read and write multi-digit whole numbers (less than or equal to
understanding for multi- 1,000,000) using standard form, word form, and expanded form (e.g. the expanded
digit whole numbers. form of 4256 is written as 4 x 1000 + 2 x 100 + 5 x 10 + 6 x 1). Compare two multi-
digit numbers based on meanings of the digits in each place and use the symbols >,
=, and < to show the relationship.

4.NBT.A.3 Round multi-digit whole numbers to any place (up to and including the
hundred-thousand place) using understanding of place value.

Revised April 5, 2018

 Cluster Headings Content Standards

4.NBT.B.4 Fluently add and subtract within 1,000,000 using appropriate strategies
and algorithms.

B. Use place value

understanding and 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number
properties of operations to and multiply two two-digit numbers, using strategies based on place value and the
properties of operations. Illustrate and explain the calculation by using equations,
perform multi-digit
rectangular arrays, and/or area models.
arithmetic.
(See Table 3 - Properties of
Operations) 4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit
dividends and one-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between multiplication and division.
Illustrate and explain the calculation by using equations, rectangular arrays, and/or
area models.

Number and Operations - Fractions (NF)

Limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Cluster Headings Content Standards

𝑎 𝑎x𝑛 𝑎÷𝑛
4.NF.A.1 Explain why a fraction is equivalent to a fraction or by using
𝑏 𝑏x𝑛 𝑏÷𝑛
visual fraction models, with attention to how the number and size of the parts differ
even though the two fractions themselves are the same size. Use this principle to
3 3x2 6
recognize and generate equivalent fractions. For example, = 4x2 = 8 .
4
A. Extend understanding
of fraction equivalence
and comparison. 4.NF.A.2 Compare two fractions with different numerators and different
denominators by creating common denominators or common numerators or by
1
comparing to a benchmark fraction such as 2. Recognize that comparisons are valid
only when the two fractions refer to the same whole. Use the symbols >, =, or < to
show the relationship and justify the conclusions.

Revised April 5, 2018

 Cluster Headings Content Standards

𝑎 1
4.NF.B.3 Understand a fraction with a > 1 as a sum of fractions . For example,
𝑏 𝑏
4 1 1 1 1
5
= 5
+ 5 + 5 + 5.

a. Understand addition and subtraction of fractions as joining and separating

parts referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator
3 1 1 1 3 1 2 1 1
in more than one way (e.g.,
8
= 8
+8 +8; 8
= 8
+ 8; 28 = 1 + 1 + 8 =
8 8 1
8
+ 8
+ 8), recording each decomposition by an equation. Justify
decompositions by using a visual fraction model.
B. Build fractions from
c. Add and subtract mixed numbers with like denominators by replacing each
unit fractions by applying mixed number with an equivalent fraction and/or by using properties of
and extending previous operations and the relationship between addition and subtraction.
understandings of
d. Solve contextual problems involving addition and subtraction of fractions
operations on whole
referring to the same whole and having like denominators
numbers.

4.NF.B.4 Apply and extend previous understandings of multiplication as repeated

(See Table 1 - Addition and addition to multiply a whole number by a fraction.
Subtraction Situations and 𝑎 1
a. Understand a fraction 𝑏 as a multiple of 𝑏. For example, use a visual
Table 2 - Multiplication and 5 1
Division Situations for whole fraction model to represent 4 as the product 5 × 4, recording the conclusion
number situations that can
5 1
by the equation 4 = 5 x .
4
be applied for fractions.) 𝑎 1
b. Understand a multiple of 𝑏 as a multiple of 𝑏 and use this understanding to
multiply a whole number by a fraction. For example, use a visual fraction
2 1 6
model to express 3 × 5 as 6 × 5, recognizing this product as 5.
𝑎 (𝑛 x 𝑎) 1
(In general, 𝑛 x = = (𝑛 x 𝑎) x .)
𝑏 𝑏 𝑏

c. Solve contextual problems involving multiplication of a whole number by a

fraction (e.g., by using visual fraction models and equations to represent the
3
problem). For example, if each person at a party will eat 8 of a pound of roast
beef, and there will be 4 people at the party, how many pounds of roast beef
will be needed? Between what two whole numbers does your answer lie?

4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with

denominator 100, and use this technique to add two fractions with respective
3 30 3 4 34
denominators 10 and 100. For example, express, as and add + = .
10 100 10 100 100

C. Understand decimal
notation for fractions and 4.NF.C.6 Read and write decimal notation for fractions with denominators 10 or 100.
compare decimal Locate these decimals on a number line.
fractions.

4.NF.C.7 Compare two decimals to hundredths by reasoning about their size.

Recognize that comparisons are valid only when the two decimals refer to the same
whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

Revised April 5, 2018

 Measurement and Data (MD)
Cluster Headings Content Standards

4.MD.A.1 Measure and estimate to determine relative sizes of measurement units

within a single system of measurement involving length, liquid volume, and
mass/weight of objects using customary and metric units.

4.MD.A.2 Solve one- or two-step real-world problems involving whole number

A. Estimate and solve
measurements with all four operations within a single system of measurement
problems involving
including problems involving simple fractions.
measurement.

4.MD.A.3 Know and apply the area and perimeter formulas for rectangles in real-
world and mathematical problems. For example, find the width of a rectangular
room given the area of the flooring and the length, by viewing the area formula as a
multiplication equation with an unknown factor.

4.MD.B.4 Make a line plot to display a data set of measurements in fractions of a

unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems
B. Represent and interpret
involving information presented in line plots. For example, from a line plot find and
data.
interpret the difference in length between the longest and shortest specimens in an
insect collection.

4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two
rays share a common endpoint, and understand concepts of angle measurement.
a. Understand that an angle is measured with reference to a circle with its
center at the common endpoint of the rays, by considering the fraction of
the circular arc between the points where the two rays intersect the circle.
b. Understand that an angle that turns through 1/360 of a circle is called a
"one-degree angle," and can be used to measure angles. An angle that
turns through n one-degree angles is said to have an angle measure of n
C. Geometric degrees and represents a fractional portion of the circle.
measurement: understand
concepts of angle and
measure angles.
4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch
angles of specified measure.

4.MD.C.7 Recognize angle measure as additive. When an angle is decomposed

into non-overlapping parts, the angle measure of the whole is the sum of the angle
measures of the parts. Solve addition and subtraction problems to find unknown
angles on a diagram in real-world and mathematical problems (e.g., by using an
equation with a symbol for the unknown angle measure).

Geometry

Revised April 5, 2018

 Geometry (G)
Cluster Headings Content Standards

4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse,
straight, reflex), and perpendicular and parallel lines. Identify these in two-
dimensional figures.
A. Draw and identify lines
and angles and classify
4.G.A.2 Classify two-dimensional figures based on the presence or absence of
shapes by properties of
parallel or perpendicular lines or the presence or absence of angles of a specified
their lines and angles. size. Recognize right triangles as a category and identify right triangles.

4.G.A.3 Recognize and draw lines of symmetry for two-dimensional figures.

Major content of the grade is indicated by the light green shading of the cluster heading and standard’s coding.

Major Content Supporting Content

Revised April 5, 2018

Revised April 5, 2018
Revised April 5, 2018
Revised April 5, 2018
Mathematics | Grade 5
The descriptions below provide an overview of the mathematical concepts and skills that students explore
throughout the 5th grade.

Operations and Algebraic Thinking

Students build on their understanding of patterns to generate two numerical patterns using given rules and
identify relationships between the patterns. For the first time, students form ordered pairs and graph them on a
coordinate plane. In addition, students write and evaluate numerical expressions using parentheses and/or
brackets.

Number and Operations in Base Ten

Students generalize their understanding of place value to include decimals by reading, writing, comparing, and
rounding numbers. They recognize that in a multi-digit number, the value of each digit has a relationship to the
value of the same digit in another position. Students explain patterns in products when multiplying a number by
a power of 10. Whole-number exponents are used to denote powers of 10 for the first time. By the end of 5th
grade, students should fluently multiply multi-digit whole numbers (up to 4 digits by 3 digits).

Students build on their understanding of why division procedures work based on place value and the properties
of operations to find whole number quotients and remainders (See Table 3 - Properties of Operations). They
apply their understanding of models for decimals, decimal notation, and properties of operations to add,
subtract, multiply, and divide decimals to hundredths. (Limit division problems so that either the dividend or the
divisor is a whole number.) They develop fluency in these computations and make reasonable estimates of
their results. Students finalize their understanding of multi-digit addition, subtraction, multiplication, and division
with whole numbers.

Number and Operations in Fractions

Students apply their understanding of equivalent fractions and fraction models to represent the addition and
subtraction of fractions with unlike denominators as equivalent calculations with like denominators. They
develop fluency in calculating sums and differences of fractions and make reasonable estimates of them. For
the first time, students develop an understanding of fractions as division problems. They use the meaning of
fractions, of multiplication and division, and the relationship between multiplication and division to understand
and explain why the procedures for multiplying and dividing fractions make sense. (Limit to dividing unit
fractions by whole numbers or whole numbers by unit fractions.) Students reason about the size of products
compared to the size of the factors. Students should solve a variety of problem types in order to make
connections among contexts, equations, and strategies (See Table 1 - Addition and Subtraction Situations and
Table 2 - Multiplication and Division Situations for whole number situations that can be applied to fractions).

Measurement and Data

Students build on their understanding of area and recognize volume as an attribute of three-dimensional
space. They understand that volume can be measured by finding the total number of same-sized units of
volume required to fill the space without gaps or overlaps. Students decompose three-dimensional shapes and
find volumes of right rectangular prisms by viewing them as decomposed into layers of cubes. Students build
on their understanding of measurements to convert from larger units to smaller units within a single system of
measurement and solve multistep problems involving these conversions. Students solve problems with data
from line plots involving fractions using operations appropriate for the grade.

Geometry
Students plot points on the coordinate plane to solve real-world and mathematical problems. Students classify
two-dimensional figures into categories based on their properties.
Revised April 5, 2018
Standards for Mathematical Practice
Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Operations and Algebraic Thinking (OA)
Cluster Headings Content Standards

5.OA.A.1 Use parentheses and/or brackets in numerical expressions and evaluate

expressions having these symbols using the conventional order (Order of
Operations).

A. Write and interpret

numerical expressions. 5.OA.A.2 Write simple expressions that record calculations with numbers and
interpret numerical expressions without evaluating them. For example, express the
calculation "add 8 and 7, then multiply by 2" as 2 x (8 + 7). Recognize that 3 x
(18,932 + 921) is three times as large as 18,932 + 921, without having to calculate
the indicated sum or product.

5.OA.B.3 Generate two numerical patterns using two given rules. For example,
given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and
the starting number 0, generate terms in the resulting sequences.
B. Analyze patterns and a. Identify relationships between corresponding terms in two numerical
relationships. patterns. For example, observe that the terms in one sequence are twice
the corresponding terms in the other sequence.
b. Form ordered pairs consisting of corresponding terms from two numerical
patterns and graph the ordered pairs on a coordinate plane.

Number and Operations in Base Ten (NBT)

Cluster Headings Content Standards

5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents

10 times as much as it represents in the place to its right and 1/10 of what it
represents in the place to its left.

5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying
a number by powers of 10, and explain patterns in the placement of the decimal
point when a decimal is multiplied or divided by a power of 10. Use whole-number
exponents to denote powers of 10.
A. Understand the place
value system.
5.NBT.A.3 Read and write decimals to thousandths using standard form, word
form, and expanded form (e.g., the expanded form of 347.392 is written as 3 x 100
+ 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000)). Compare two decimals to
thousandths based on meanings of the digits in each place and use the symbols >,
=, and < to show the relationship.

5.NBT.A.4 Round decimals to the nearest hundredth, tenth, or whole number using
understanding of place value.

Revised April 5, 2018

 Cluster Headings Content Standards

5.NBT.B.5 Fluently multiply multi-digit whole numbers (up to three-digit by four-digit

factors) using appropriate strategies and algorithms.

B. Perform operations with 5.NBT.B.6 Find whole-number quotients and remainders of whole numbers with up
multi-digit whole numbers to four-digit dividends and two-digit divisors, using strategies based on place value,
the properties of operations, and/or the relationship between multiplication and
and with decimals to
division. Illustrate and explain the calculation by using equations, rectangular
hundredths. arrays, and/or area models.
(See Table 3 - Properties of
5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using
Operations)
concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between operations; assess the reasonableness
of answers using estimation strategies. (Limit division problems so that either the
dividend or the divisor is a whole number.)

Number and Operations - Fractions (NF)

Cluster Headings Content Standards

5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed
numbers) by replacing given fractions with equivalent fractions in such a way as to
produce an equivalent sum or difference of fractions with like denominators. For
A. Use equivalent fractions 2 5 8 15 23 𝑎 𝑐 (𝑎𝑑+𝑏𝑐)
as a strategy to add and example,
3
+ 4
= 12
+ 12
= 12
. (In general
𝑏
+ 𝑑
= 𝑏𝑑
.)
subtract fractions.
(See Table 1 - Addition and
Subtraction Situations for 5.NF.A.2 Solve contextual problems involving addition and subtraction of fractions
whole number situations that referring to the same whole, including cases of unlike denominators. Use
can be applied to fractions) benchmark fractions and number sense of fractions to estimate mentally and
assess the reasonableness of answers. For example, recognize an incorrect result
2 1 3 3 1
5
+ 2
= 7, by observing that 7
< 2.

𝑎
B. Apply and extend 5.NF.B.3 Interpret a fraction as division of the numerator by the denominator ( = a
𝑏
previous understandings 3
of multiplication and ÷ b). For example, = 3 ÷ 4 so when 3 wholes are shared equally among 4 people,
4
3
division to multiply and each person has a share of size 4. Solve contextual problems involving division of
divide fractions. whole numbers leading to answers in the form of fractions or mixed numbers by
using visual fraction models or equations to represent the problem. For example, if
8 people want to share 49 sheets of construction paper equally, how many sheets
(See Table 2 - Multiplication will each person receive? Between what two whole numbers does your answer lie?
and Division Situations for
whole number situations that
can be applied to fractions)

Revised April 5, 2018

 Cluster Headings Content Standards

5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a

fraction by a whole number or a fraction by a fraction.
𝑎
a. Interpret the product x q as a x (q ÷ b) (partition the quantity q into b
𝑏
𝑎
equal parts and then multiply by a). Interpret the product 𝑏 x q as (a x q) ÷
b (multiply a times the quantity q and then partition the product into b equal
parts). For example, use a visual fraction model or write a story context to
2
show that x 6 can be interpreted as 2 x (6 ÷ 3) or (2 x 6) ÷ 3. Do the
3
2 4 8 a c ac
same with x = . (In general, x = .)
3 5 15 b d bd

b. Find the area of a rectangle with fractional side lengths by tiling it with unit
squares of the appropriate unit fraction side lengths, and show that the
area is the same as would be found by multiplying the side lengths.
Multiply fractional side lengths to find areas of rectangles and represent
fraction products as rectangular areas.

5.NF.B.5 Interpret multiplication as scaling (resizing).

a. Compare the size of a product to the size of one factor on the basis of the
B. Apply and extend size of the other factor, without performing the indicated multiplication. For
previous understandings example, know if the product will be greater than, less than, or equal to
the factors.
of multiplication and
division to multiply and b. Explain why multiplying a given number by a fraction greater than 1
divide fractions. results in a product greater than the given number (recognizing
multiplication by whole numbers greater than 1 as a familiar case);
explain why multiplying a given number by a fraction less than 1 results in
(See Table 2 - Multiplication a product less than the given number; and relate the principle of fraction
and Division Situations for 𝑎 (𝑎 𝑥 𝑛)
equivalence 𝑏 = (𝑏 𝑥 𝑛) to the effect of multiplying 𝑏 by 1.
𝑎

whole number situations that

can be applied to fractions)
5.NF.B.6 Solve real-world problems involving multiplication of fractions and mixed
numbers by using visual fraction models or equations to represent the problem.

5.NF.B.7 Apply and extend previous understandings of division to divide unit

fractions by whole numbers and whole numbers by unit fractions.
a. Interpret division of a unit fraction by a non-zero whole number and
compute such quotients. For example, use visual models and the
relationship between multiplication and division to explain that (1/3) ÷ 4 =
1/12 because (1/12) x 4 = 1/3.
b. Interpret division of a whole number by a unit fraction and compute such
quotients. For example, use visual models and the relationship between
multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5)
= 4.
c. Solve real-world problems involving division of unit fractions by non-zero
whole numbers and division of whole numbers by unit fractions by using
visual fraction models and equations to represent the problem. For
example, how much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 1/3 cup servings are in 2 cups of raisins?

Revised April 5, 2018

 Measurement and Data (MD)
Cluster Headings Content Standards

5.MD.A.1 Convert customary and metric measurement units within a single system
A. Convert like
by expressing measurements of a larger unit in terms of a smaller unit. Use these
measurement units within
conversions to solve multi-step real-world problems involving distances, intervals of
a given measurement
time, liquid volumes, masses of objects, and money (including problems involving
system from a larger unit
simple fractions or decimals). For example, 3.6 liters and 4.1 liters can be combined
to a smaller unit.
as 7.7 liters or 7700 milliliters

5.MD.B.2 Make a line plot to display a data set of measurements in fractions of a

unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems
B. Represent and interpret
involving information presented in line plots. For example, given different
data.
measurements of liquid in identical beakers, find the amount of liquid each beaker
would contain if the total amount in all the beakers were redistributed equally.

5.MD.C.3 Recognize volume as an attribute of solid figures and understand

concepts of volume measurement.
a. Understand that a cube with side length 1 unit, called a "unit cube," is said
to have "one cubic unit" of volume and can be used to measure volume.
b. Understand that a solid figure which can be packed without gaps or
overlaps using n unit cubes is said to have a volume of n cubic units.

5.MD.C.4 Measure volume by counting unit cubes, using cubic centimeters, cubic
inches, cubic feet, and improvised units.

C. Geometric
measurement: understand 5.MD.C.5 Relate volume to the operations of multiplication and addition and solve
concepts of volume and real-world and mathematical problems involving volume of right rectangular prisms.
relate volume to
a. Find the volume of a right rectangular prism with whole-number side
multiplication and to
lengths by packing it with unit cubes and show that the volume is the
addition.
same as would be found by multiplying the edge lengths, equivalently by
multiplying the height by the area of the base. Represent whole-number
products of three factors as volumes (e.g., to represent the associative
property of multiplication).
b. Know and apply the formulas V = l x w x h and V = B x h (where B
represents the area of the base) for rectangular prisms to find volumes of
right rectangular prisms with whole number edge lengths in the context of
solving real-world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of
two non-overlapping right rectangular prisms by adding the volumes of
the non-overlapping parts, applying this technique to solve real-world
problems.

Revised April 5, 2018

 Geometry (G)
Cluster Headings Content Standards

5.G.A.1 Graph ordered pairs and label points using the first quadrant of the
coordinate plane. Understand in the ordered pair that the first number indicates the
horizontal distance traveled along the x-axis from the origin and the second number
A. Graph points on the indicates the vertical distance traveled along the y-axis, with the convention that the
names of the two axes and the coordinates correspond (e.g., x-axis and x-
coordinate plane to solve
coordinate, y-axis and y-coordinate).
real-world and
mathematical problems.
5.G.A.2 Represent real-world and mathematical problems by graphing points in the
first quadrant of the coordinate plane and interpret coordinate values of points in the
context of the situation.

B. Classify two- 5.G.B.3 Classify two-dimensional figures in a hierarchy based on properties.

dimensional figures into Understand that attributes belonging to a category of two-dimensional figures also
categories based on their belong to all subcategories of that category. For example, all rectangles have four
right angles and squares are rectangles, so all squares have four right angles.
properties.

Major content of the grade is indicated by the light green shading of the cluster heading and standard’s coding.

Major Content Supporting Content

Revised April 5, 2018

Revised April 5, 2018
Revised April 5, 2018
Revised April 5, 2018
Mathematics | Grade 6
The descriptions below provide an overview of the mathematical concepts and skills that students explore
throughout the 6th grade.

Ratios and Proportional Relationships

6th grade begins the formal study of ratios and proportions. Students use reasoning about multiplication and division
to solve ratio and rate problems about quantities. By viewing equivalent ratios and rates as deriving from, and
extending, pairs of rows (or columns) in the multiplication table and by analyzing simple drawings that indicate the
relative size of quantities, students connect their understanding of multiplication and division with ratios and rates.
Thus students expand the scope of problems for which they can use multiplication and division to solve problems,
and they connect ratios and fractions. Students solve a wide variety of problems involving ratios and rates.
Proportional relationships are added and studied in the 7th grade.

The Number System

Students use fractions, multiplication, and division along with an understanding of the relationship between
multiplication and division to understand and explain why the procedures for dividing fractions make sense.
Students use these operations to solve problems. Students also extend their previous understandings of numbers
and the ordering of numbers to the full system of rational numbers, which includes negative rational numbers, and in
particular negative integers. They reason about the order and absolute value of rational numbers and about the
location of points in all four quadrants of the coordinate plane.

Expressions and Equations

Students begin to use properties of arithmetic operations systematically to work with numerical expressions that
contain whole-number exponents. Students come to understand more fully the use of variables and variable
expressions. They write expressions and equations that correspond to given situations, evaluate expressions, and
use expressions and formulas to solve problems. Students understand that expressions in different forms can be
equivalent, and they use the properties of operations to rewrite expressions in equivalent forms. Students know that
the solutions of an equation are the values of the variables that make the equation true. Students use properties of
operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations.
Students explore how algebraic expressions can represent written situations and generalize relationships from
specific cases.

Geometry
Students build on their work with area from earlier grades by reasoning about relationships among shapes to
determine area, surface area, and volume. They find areas of right triangles, other triangles, and special
quadrilaterals by decomposing these shapes, rearranging or removing pieces, and relating the shapes to rectangles.
Using these methods, students discuss, develop, and justify formulas for areas of triangles and parallelograms.
Students find areas of polygons and surface areas of prisms and pyramids by decomposing them into pieces whose
area they can more easily determine. They reason about right rectangular prisms with fractional side lengths to
extend formulas for the volume of a right rectangular prism to fractional side lengths. They prepare for work on scale
drawings and constructions in the 7th grade by drawing polygons in the coordinate plane.

Statistics and Probability

6th grade students begin to formally develop their ability to think statistically. They understand that a set of data
(collected to answer a question) will have a distribution, which can be described by its center, spread, and shape.
Students calculate the median, mean, and mode and relate these to the overall shape of the distribution. They
recognize that the median measures center in the sense that it is roughly the middle value. The mean measures
center in the sense that it is the value that each data point would take on if the total of the data values were
redistributed equally, and also in the sense that it is a balance point. They understand that the mode refers to the
most frequently occurring number found in a set of numbers and is found by collecting and organizing the data in
order to count the frequency of each result. Students display, summarize and describe numerical data sets,
considering the context in which the data were collected. Students use number lines, dot plots, box plots, and pie
charts to display numerical data.

Revised April 5, 2018

Standards for Mathematical Practice
Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Ratios and Proportional Relationships (RP)
Cluster Headings Content Standards

6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a
ratio relationship between two quantities. For example, the ratio of wings to beaks
in a bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.
Another example could be for every vote candidate A received, candidate C
received nearly three votes

6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with
b ≠ 0. Use rate language in the context of a ratio relationship. For example, this
recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for
each cup of sugar. Also, we paid $75 for 15 hamburgers, which is a rate of $5 per
hamburger.
(Expectations for unit rates in 6th grade are limited to non-complex fractions).

A. Understand ratio 6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical
concepts and use ratio problems (e.g., by reasoning about tables of equivalent ratios, tape diagrams,
reasoning to solve double number line diagrams, or equations).
problems.
a. Make tables of equivalent ratios relating quantities with whole number
measurements, find missing values in the tables, and plot the pairs of
values on the coordinate plane. Use tables to compare ratios.
b. Solve unit rate problems including those involving unit pricing and
constant speed. For example, if a runner ran 10 miles in 90 minutes,
running at that speed, how long will it take him to run 6 miles? How fast is
he running in miles per hour?
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity
means 30/100 times the quantity); solve problems involving finding the
whole, given a part and the percent.
d. Use ratio reasoning to convert customary and metric measurement units
(within the same system); manipulate and transform units appropriately
when multiplying or dividing quantities.

The Number System (NS)

Cluster Headings Content Standards

6.NS.A.1 Interpret and compute quotients of fractions, and solve contextual

problems involving division of fractions by fractions (e.g., using visual fraction
A. Apply and extend models and equations to represent the problem is suggested).
previous understandings
For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model
of multiplication and
to show the quotient; use the relationship between multiplication and division to
division to divide fractions explain that (2/3) ÷ (3/4) = 8/9 because 3/4 times 8/9 is 2/3 ((a/b) ÷ (c/d) = ad/bc.)
by fractions.
Further example: How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How wide is a rectangular strip of land with length 3/4 mi and
area 1/2 square mi?

Revised April 5, 2018

 Cluster Headings Content Standards

6.NS.B.2 Fluently divide multi-digit numbers using a standard algorithm.

6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using a
B. Compute fluently with standard algorithm for each operation.
multi-digit numbers and
find common factors and 6.NS.B.4 Find the greatest common factor of two whole numbers less than or equal
multiples. to 100 and the least common multiple of two whole numbers less than or equal to
12. Use the distributive property to express a sum of two whole numbers 1–100
with a common factor as a multiple of a sum of two whole numbers with no common
factor. For example, express 36 + 8 as 4 (9 + 2).

6.NS.C.5 Understand that positive and negative numbers are used together to
describe quantities having opposite directions or values (e.g., temperature
above/below zero, elevation above/below sea level, credits/debits, positive/negative
electric charge); use positive and negative numbers to represent quantities in real-
world contexts, explaining the meaning of 0 in each situation.

6.NS.C.6 Understand a rational number as a point on the number line. Extend

number line diagrams and coordinate axes familiar from previous grades to
represent points on the line and in the plane with negative number coordinates.
a. Recognize opposite signs of numbers as indicating locations on opposite
sides of 0 on the number line; recognize that the opposite of the opposite
of a number is the number itself. For example, – (–3) = 3, and that 0 is its
own opposite.
b. Understand signs of numbers in ordered pairs as indicating locations in
quadrants of the coordinate plane; recognize that when two ordered pairs
C. Apply and extend differ only by signs, the locations of the points are related by reflections
previous understandings across one or both axes.
of numbers to the system c. Find and position integers and other rational numbers on a horizontal or
of rational numbers.
vertical number line diagram; find and position pairs of integers and other
rational numbers on a coordinate plane.

6.NS.C.7 Understand ordering and absolute value of rational numbers.

a. Interpret statements of inequality as statements about the relative position
of two numbers on a number line diagram. For example, interpret –3 > –7
as a statement that –3 is located to the right of –7 on a number line
oriented from left to right.
b. Write, interpret, and explain statements of order for rational numbers in
real-world contexts. For example, write –3 oC > –7 oC to express the fact
that –3 oC is warmer than –7 oC.
c. Understand the absolute value of a rational number as its distance from 0
on the number line and distinguish comparisons of absolute value from
statements about order in a real-world context. For example, an account
balance of -24 dollars represents a greater debt than an account balance -
14 dollars because -24 is located to the left of -14 on the number line

Revised April 5, 2018

 Cluster Headings Content Standards

C. Apply and extend 6.NS.C.8 Solve real-world and mathematical problems by graphing points in all four
previous understandings quadrants of the coordinate plane. Include use of coordinates and absolute value to
of numbers to the system find distances between points with the same first coordinate or the same second
of rational numbers. coordinate.

Expressions and Equations (EE)

Cluster Headings Content Standards

6.EE.A.1 Write and evaluate numerical expressions involving whole-number

exponents.

6.EE.A.2 Write, read, and evaluate expressions in which variables stand for
numbers.
a. Write expressions that record operations with numbers and with variables.
For example, express the calculation "Subtract y from 5" as 5 - y.
b. Identify parts of an expression using mathematical terms (sum, term,
product, factor, quotient, coefficient); view one or more parts of an
expression as a single entity. For example, describe the expression 2 (8 +
7) as a product of two factors; view (8 + 7) as both a single entity and a
sum of two terms.
A. Apply and extend c. Evaluate expressions at specific values of their variables. Include
previous understandings expressions that arise from formulas used in real-world problems. Perform
of arithmetic to algebraic arithmetic operations, including those involving whole number exponents,
expressions. in the conventional order when there are no parentheses to specify a
particular order (Order of Operations).

6.EE.A.3 Apply the properties of operations (including, but not limited to,
commutative, associative, and distributive properties) to generate equivalent
expressions. The distributive property is prominent here. For example, apply the
distributive property to the expression 3 (2 + x) to produce the equivalent
expression 6 + 3x; apply the distributive property to the expression 24x + 18y to
produce the equivalent expression 6 (4x + 3y); apply properties of operations to y +
y + y to produce the equivalent expression 3y.

6.EE.A.4 Identify when expressions are equivalent (i.e., when the expressions
name the same number regardless of which value is substituted into them). For
example, the expression 5b + 3b is equivalent to (5 +3) b, which is equivalent to 8b.

6.EE.B.5 Understand solving an equation or inequality is carried out by determining

B. Reason about and solve
if any of the values from a given set make the equation or inequality true. Use
one-variable equations
substitution to determine whether a given number in a specified set makes an
and inequalities.
equation or inequality true.

Revised April 5, 2018

 Cluster Headings Content Standards

6.EE.B.6 Use variables to represent numbers and write expressions when solving
a real-world or mathematical problem; understand that a variable can represent an
unknown number, or, depending on the purpose at hand, any number in a specified
set.

B. Reason about and solve

6.EE.B.7 Solve real-world and mathematical problems by writing and solving one-
one-variable equations
step equations of the form x + p = q and px = q for cases in which p, q, and x are all
and inequalities.
nonnegative rational numbers.

6.EE.B.8 Interpret and write an inequality of the form x > c or x < c which
represents a condition or constraint in a real-world or mathematical problem.
Recognize that inequalities have infinitely many solutions; represent solutions of
inequalities on number line diagrams.

6.EE.C.9 Use variables to represent two quantities in a real-world problem that

change in relationship to one another. For example, Susan is putting money in her
savings account by depositing a set amount each week (50). Represent her
savings account balance with respect to the number of weekly deposits (s = 50w,
C. Represent and analyze
illustrating the relationship between balance amount s and number of weeks w).
quantitative relationships
between dependent and a. Write an equation to express one quantity, thought of as the dependent
independent variables. variable, in terms of the other quantity, thought of as the independent
variable.
b. Analyze the relationship between the dependent and independent
variables using graphs and tables, and relate these to the equation.

Geometry (G)
Cluster Headings Content Standards
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and
polygons by composing into rectangles or decomposing into triangles and other
shapes; know and apply these techniques in the context of solving real-world and
mathematical problems.
A. Solve real-world and
mathematical problems 6.G.A.2 Find the volume of a right rectangular prism with fractional edge lengths by
involving area, surface packing it with unit cubes of the appropriate unit fraction edge lengths, and show
area, and volume. that the volume is the same as would be found by multiplying the edge lengths of
the prism. Know and apply the formulas V = lwh and V = Bh where B is the area of
the base to find volumes of right rectangular prisms with fractional edge lengths in
the context of solving real-world and mathematical problems.

Revised April 5, 2018

 Cluster Headings Content Standards
6.G.A.3 Draw polygons in the coordinate plane given coordinates for the vertices;
use coordinates to find the length of a side that joins two vertices (vertical or
A. Solve real-world and horizontal segments only). Know and apply these techniques in the context of
mathematical problems solving real-world and mathematical problems.
involving area, surface
6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and
area, and volume.
triangles, and use the nets to find the surface area of these figures. Apply these
techniques in the context of solving real-world and mathematical problems.

Statistics and Probability (SP)

Cluster Headings Content Standards

6.SP.A.1 Recognize a statistical question as one that anticipates variability in the

data related to the question and accounts for it in the answers. For example, “How
old am I?” is not a statistical question, but “How old are the students in my school?”
is a statistical question because one anticipates variability in students’ ages.

A. Develop understanding 6.SP.A.2 Understand that a set of data collected to answer a statistical question
of statistical variability. has a distribution which can be described by its center (mean, median, mode),
spread (range), and overall shape.

6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes
all of its values with a single number, while a measure of variation describes how its
values vary with a single number.

6.SP.B.4 Display a single set of numerical data using dot plots (line plots), box
plots, pie charts and stem plots.

6.SP.B.5 Summarize numerical data sets in relation to their context.

a. Report the number of observations.
B. Summarize and b. Describe the nature of the attribute under investigation, including how it
describe distributions. was measured and its units of measurement.
c. Give quantitative measures of center (median and/or mean) and variability
(range) as well as describing any overall pattern with reference to the context
in which the data were gathered.
d. Relate the choice of measures of center to the shape of the data
distribution and the context in which the data were gathered.

Major content of the grade is indicated by the light green shading of the cluster heading and standard’s coding.

Major Content Supporting Content

Revised April 5, 2018

Mathematics | Grade 7

The descriptions below provide an overview of the mathematical concepts and skills that students explore
throughout the 7th grade.

Ratios and Proportional Relationships

Students extend their understanding of ratios from 6th grade and develop understanding of proportionality to solve
single- and multi-step problems. Students use their understanding of ratios and proportionality to solve a wide
variety of percent problems, including those involving discounts, interest, taxes, tips, and percent increase or
decrease. Students solve problems about scale drawings by relating corresponding lengths between the objects or
by using the fact that relationships of lengths within an object are preserved in similar objects. Students graph
proportional relationships and understand the unit rate informally as a measure of the steepness of the related line,
called the slope. They distinguish proportional relationships from other relationships.

The Number System

Students develop a unified understanding of numbers, recognizing fractions, decimals (that have a finite or a
repeating decimal representation), and percent as different representations of rational numbers. Students extend
addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and
the relationships between addition and subtraction, and multiplication and division. These properties are further
explored with respect to negative numbers. This exploration is carried out in problems from everyday contexts so
that the student can gain a deeper understanding and appreciation for the mathematical concepts being studied.

Expressions and Equations

By applying the properties of operations as strategies, students explore working with expressions, equations, and
inequalities. They use the arithmetic of rational numbers as they formulate expressions and equations in one
variable and use these equations to solve multi-step real-world problems. They use variables to represent quantities
and construct simple equations and inequalities to solve problems by reasoning about the quantities.

Geometry
Students continue their work with area from 6th grade, solving problems involving the area and circumference of a
circle and surface area of three-dimensional objects. In preparation for work on congruence and similarity, they
reason about relationships among two-dimensional figures using scale drawings and informal geometric
constructions, and they gain familiarity with the relationships between angles formed by intersecting lines. Students
solve real-world and mathematical problems involving area, surface area, and volume of two- and three-dimensional
objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Statistics and Probability

Students continue their work from 6th grade in order to build a strong foundation for statistics and probability needed
for high school. Students understand that statistics can be used to gain information about a population through
sampling. They work with drawing inferences about a population based on a sample and use measures of center
and of variability to draw informal comparative inferences about two populations. Students investigate the chance
processes and develop, use, and evaluate probability models. Students summarize numerical data sets with respect
to their context using quantitative measures and describe any overall patterns or deviations from the overall pattern.

Revised April 5, 2018

Standards for Mathematical Practice
Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Ratios and Proportional Relationships (RP)
Cluster Headings Content Standards

7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of
lengths, areas, and other quantities measured in like or different units. For example,
if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex
fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

7.RP.A.2 Recognize and represent proportional relationships between quantities.

a. Decide whether two quantities are in a proportional relationship (e.g., by
testing for equivalent ratios in a table or graphing on a coordinate plane
and observing whether the graph is a straight line through the origin).
A. Analyze proportional b. Identify the constant of proportionality (unit rate) in tables, graphs,
relationships and use them equations, diagrams, and verbal descriptions of proportional relationships.
to solve real-world and
c. Represent proportional relationships by equations. For example, if total
mathematical problems.
cost t is proportional to the number n of items purchased at a constant
price p, the relationship between the total cost and the number of items
can be expressed as t = pn.
d. Explain what a point (x, y) on the graph of a proportional relationship
means in terms of the situation, with special attention to the points (0, 0)
and (1, r) where r is the unit rate.

7.RP.A.3 Use proportional relationships to solve multi-step ratio and percent

problems. Examples: simple interest, tax, markups and markdowns, gratuities and
commissions, fees, percent increase and decrease, percent error.

The Number System (NS)

Cluster Headings Content Standards

7.NS.A.1 Apply and extend previous understandings of addition and subtraction to

add and subtract rational numbers; represent addition and subtraction on a
horizontal or vertical number line diagram.
a. Describe situations in which opposite quantities combine to make 0.
b. Understand p + q as the number located a distance |q| from p, in the
A. Apply and extend positive or negative direction depending on whether q is positive or
previous understandings of negative. Show that a number and its opposite have a sum of 0 (are
operations with fractions to additive inverses). Interpret sums of rational numbers by describing real-
add, subtract, multiply, and world contexts.
divide rational numbers.
c. Understand subtraction of rational numbers as adding the additive inverse,
p – q = p + (–q). Show that the distance between two rational numbers on
the number line is the absolute value of their difference, and apply this
principle in real-world contexts.
d. Apply properties of operations as strategies to add and subtract rational
numbers.

Revised April 5, 2018

 Cluster Headings Content Standards

7.NS.A.2 Apply and extend previous understandings of multiplication and division

and of fractions to multiply and divide rational numbers.
a. Understand that multiplication is extended from fractions to rational
numbers by requiring that operations continue to satisfy the properties of
operations, particularly the distributive property, leading to products such
as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret
products of rational numbers by describing real-world contexts.
A. Apply and extend b. Understand that integers can be divided, provided that the divisor is not
previous understandings of zero, and every quotient of integers (with non-zero divisor) is a rational
operations with fractions to number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret
add, subtract, multiply, and quotients of rational numbers by describing real-world contexts.
divide rational numbers.
c. Apply properties of operations as strategies to multiply and divide rational
numbers.
d. Convert a rational number to a decimal using long division; know that the
decimal form of a rational number terminates in 0s or eventually repeats.

7.NS.A.3 Solve real-world and mathematical problems involving the four operations
with rational numbers. (Computations with rational numbers extend the rules for
manipulating fractions to complex fractions.)

Expressions and Equations (EE)

Cluster Headings Content Standards

7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and

expand linear expressions with rational coefficients.
A. Use properties of
7.EE.A.2 Understand that rewriting an expression in different forms in a contextual
operations to generate
problem can provide multiple ways of interpreting the problem and how the
equivalent expressions.
quantities in it are related. For example, shoes are on sale at a 25% discount. How
is the discounted price P related to the original cost C of the shoes? C - .25C = P.
In other words, P is 75% of the original cost for C - .25C can be written as .75C.

7.EE.B.3 Solve multi-step real-world and mathematical problems posed with

positive and negative rational numbers presented in any form (whole numbers,
B. Solve real-life and
fractions, and decimals).
mathematical problems
using numerical and a. Apply properties of operations to calculate with numbers in any form; convert
algebraic expressions and between forms as appropriate.
equations and inequalities.
b. Assess the reasonableness of answers using mental computation and
estimation strategies.

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 Cluster Headings Content Standards

7.EE.B.4 Use variables to represent quantities in a real-world or mathematical

problem, and construct simple equations and inequalities to solve problems by
reasoning about the quantities.
a. Solve contextual problems leading to equations of the form px + q = r and
p(x + q) = r, where p, q, and r are specific rational numbers. Solve
equations of these forms fluently. Compare an algebraic solution to an
B. Solve real-life and arithmetic solution, identifying the sequence of the operations used in each
mathematical problems approach. For example, the perimeter of a rectangle is 54 cm. Its length is
using numerical and 6 cm. What is its width?
algebraic expressions and
b. Solve contextual problems leading to inequalities of the form px + q > r or
equations and inequalities.
px + q < r, where p, q, and r are specific rational numbers. Graph the
solution set of the inequality on a number line and interpret it in the context
of the problem. For example: As a salesperson, you are paid $50 per
week plus $3 per sale. This week you want your pay to be at least $100.
Write an inequality for the number of sales you need to make, and
describe the solutions. (Note that inequalities using >, <, ≤, ≥ are included
in this standard).

Geometry (G)
Cluster Headings Content Standards

7.G.A.1 Solve problems involving scale drawings of geometric figures, including

A. Draw, construct, and computing actual lengths and areas from a scale drawing and reproducing a scale
describe geometrical drawing at a different scale.
figures and describe the
relationships between 7.G.A.2 Draw geometric shapes with given conditions. Focus on constructing
them. triangles from three measures of angles or sides, noticing when the conditions
determine a unique triangle, more than one triangle, or no triangle.

7.G.B.3 Know the formulas for the area and circumference of a circle and use them
to solve problems; give an informal derivation of the relationship between the
circumference and area of a circle.
B. Solve real-life and
mathematical problems 7.G.B.4 Know and use facts about supplementary, complementary, vertical, and
involving angle measure, adjacent angles in a multi-step problem to write and solve simple equations for an
area, surface area, and unknown angle in a figure.
volume.
7.G.B.5 Solve real-world and mathematical problems involving area, volume, and
surface area of two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.

Revised April 5, 2018

 Statistics and Probability (SP)
Cluster Headings Content Standards

7.SP.A.1 Understand that statistics can be used to gain information about a

population by examining a sample of the population; generalizations about a
population from a sample are valid only if the sample is representative of that
population. Understand that random sampling tends to produce representative
A. Use random sampling to samples and support valid inferences.
draw inferences about a
population. 7.SP.A.2 Use data from a random sample to draw inferences about a population
with an unknown characteristic of interest. Generate multiple samples (or simulated
samples) of the same size to gauge the variation in estimates or predictions. For
example, estimate the mean word length in a book by randomly sampling words
from the book; predict the winner of a school election based on randomly sampled
survey data. Gauge how far off the estimate or prediction might be.

7.SP.B.3 Informally assess the degree of visual overlap of two numerical data
distributions with similar variabilities, measuring the difference between the centers
by expressing it as a multiple of a measure of variability. For example, the mean
height of players on the basketball team is 10 cm greater than the mean height of
players on the soccer team; on a dot plot or box plot, the separation between the
B. Draw informal
two distributions of heights is noticeable.
comparative inferences
about two populations.
7.SP.B.4 Use measures of center and measures of variability for numerical data
from random samples to draw informal comparative inferences about two
populations. For example, decide whether the words in a chapter of a 7th grade
science book are generally longer than the words in a chapter of a 4th grade science
book.

7.SP.C.5 Understand that the probability of a chance event is a number between 0

and 1 that expresses the likelihood of the event occurring. Larger numbers indicate
greater likelihood. A probability near 0 indicates an unlikely event, a probability
C. Investigate chance around 1/2 indicates an event that is neither unlikely nor likely, and a probability
processes and develop, near 1 indicates a likely event.
use, and evaluate
probability models. 7.SP.C.6 Approximate the probability of a chance event by collecting data on the
chance process that produces it and observing its long-run relative frequency, and
predict the approximate relative frequency given the probability. For example, when
rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200
times, but probably not exactly 200 times.

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 Cluster Headings Content Standards

7.SP.C.7 Develop a probability model and use it to find probabilities of events.

Compare probabilities from a model to observed frequencies; if the agreement is
not good, explain possible sources of the discrepancy.
a. Develop a uniform probability model by assigning equal probability to all
outcomes, and use the model to determine probabilities of events. For
C. Investigate chance example, if a student is selected at random from a class, find the
processes and develop, probability that Jane will be selected and the probability that a girl will be
use, and evaluate selected.
probability models.
b. Develop a probability model (which may not be uniform) by observing
frequencies in data generated from a chance process. For example, find
the approximate probability that a spinning penny will land heads up or that
a tossed paper cup will land open end down. Do the outcomes for the
spinning penny appear to be equally likely based on the observed
frequencies?

7.SP.D.8 Summarize numerical data sets in relation to their context.

a. Give quantitative measures of center (median and/or mean) and variability
(range and/or interquartile range), as well as describe any overall pattern
D. Summarize and describe and any striking deviations from the overall pattern with reference to the
numerical data sets. context in which the data were gathered.
b. Know and relate the choice of measures of center (median and/or
mean)and variability (range and/or interquartile range) to the shape of the
data distribution and the context in which the data were gathered.

Major content of the grade is indicated by the light green shading of the cluster heading and standard’s coding.

Major Content Supporting Content

Revised April 5, 2018

Mathematics | Grade 8

The descriptions below provide an overview of the concepts and skills that students explore throughout the 8th
grade.

The Number System

This is the culminating area for the number system from 6th and 7th grade. Students now know there are
numbers that are not rational, called irrational numbers. Students approximate irrational numbers by rational
numbers locating them on a number line and students estimate the value of irrational expressions.

Expressions and Equations

Students work with radicals and integer exponents. Students understand the connections between proportional
relationships, lines, and linear equations. Students advance their knowledge developed in 7 th grade about
equations to analyze and solve linear equations and pairs of simultaneous linear equations. Students use
linear equations and systems of linear equations to represent, analyze, and solve a variety of problems.
Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y = mx + b),
understanding that the constant of proportionality (m) is the slope, and the graphs are lines through the origin.
They understand that the slope (m) of a line is a constant rate of change, so that if the input or x-coordinate
changes by an amount A, the output or y-coordinate changes by the amount 𝑚 ∙ 𝐴. Students solve systems of
two linear equations in two variables and relate the systems to pairs of lines in the plane; these intersect, are
parallel, or are the same line. Students use linear equations, systems of linear equations, linear functions, and
their understanding of slope of a line to analyze situations and solve problems.

Functions
This begins the formal study of functions, a mathematical concept that for the student will continue throughout
high school. Students grasp the concept of a function as a rule that assigns to each input exactly one output.
They understand that functions describe situations where one quantity determines another. They can translate
among representations and partial representations of functions (noting that tabular and graphical
representations may be partial representations), and they describe how aspects of the function are reflected in
the different representations.

Geometry
Students use ideas about distance and angles and how they behave under translations, rotations, reflections,
and dilations, to describe and analyze two-dimensional figures and to solve problems. Students show that the
sum of the angles in a triangle is the angle formed by a straight line and that various configurations of lines
give rise to similar triangles because of the angles created when a transversal cuts parallel lines. Students
understand the statement of the Pythagorean Theorem and its converse and can explain why the Pythagorean
Theorem holds. They apply the Pythagorean Theorem to find distances between points on the coordinate
plane, to find lengths, and to analyze polygons. Students complete their work on volume by solving problems
involving cones, cylinders, and spheres.

Statistics and Probability

Students extend their knowledge from 7th grade by working with scatter plots for bivariate data and understand
linear associations and the use of linear models to solve problems interpreting the slope and intercept.
Students continue work with probability by finding probability of compound events and represent the data using
organized lists, tables, and tree diagrams.

Revised April 5, 2018

Standards for Mathematical Practice
Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 The Number System (NS)
Cluster Headings Content Standards

8.NS.A.1 Know that numbers that are not rational are called irrational. Understand
informally that every number has a decimal expansion; for rational numbers show
that the decimal expansion repeats eventually or terminates, and convert a decimal
A. Know that there are expansion which repeats eventually or terminates into a rational number.
numbers that are not
rational, and approximate 8.NS.A.2 Use rational approximations of irrational numbers to compare the size of
them by rational numbers. irrational numbers locating them approximately on a number line diagram. Estimate
the value of irrational expressions such as π2. For example, by truncating the
decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and
1.5, and explain how to continue on to get better approximations.

Expressions and Equations (EE)

Cluster Headings Content Standards

8.EE.A.1 Know and apply the properties of integer exponents to generate

equivalent numerical expressions. For example, 32 x 3–5 = 3–3 = 1/33 = 1/27.

8.EE.A.2 Use square root and cube root symbols to represent solutions to
equations of the form x2 = p and x3 = p, where p is a positive rational number.
Evaluate square roots of small perfect squares and cube roots of small perfect
cubes. Know that √2 is irrational.

8.EE.A.3 Use numbers expressed in the form of a single digit times an integer
A. Work with radicals and
power of 10 to estimate very large or very small quantities and to express how
integer exponents.
many times as much one is than the other. For example, estimate the population of
the United States as 3 x 108 and the population of the world as 7 x 109, and
determine that the world population is more than 20 times larger.

8.EE.A.4 Perform operations with numbers expressed in scientific notation,

including problems where both decimal and scientific notation are used. Use
scientific notation and choose units of appropriate size for measurements of very
large or very small quantities (e.g., use millimeters per year for seafloor spreading).
Interpret scientific notation that has been generated by technology.

8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of
the graph. Compare two different proportional relationships represented in different
ways. For example, compare a distance-time graph to a distance-time equation to
B. Understand the
determine which of two moving objects has greater speed.
connections between
proportional relationships,
8.EE.B.6 Use similar triangles to explain why the slope m is the same between any
lines, and linear equations.
two distinct points on a non-vertical line in the coordinate plane; know and 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.

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 Cluster Headings Content Standards

8.EE.C.7 Solve linear equations in one variable.

a. Give examples of linear equations in one variable with one solution,
infinitely many solutions, or no solutions. Show which of these possibilities
is the case by successively transforming the given equation into simpler
forms, until an equivalent equation of the form x = a, a = a, or a = b results
(where a and b are different numbers).
b. Solve linear equations with rational number coefficients, including
equations whose solutions require expanding expressions using the
distributive property and collecting like terms.
C. Analyze and solve
linear equations and 8.EE.C.8 Analyze and solve systems of two linear equations.
systems of two linear a. Understand that solutions to a system of two linear equations in two
equations. variables correspond to points of intersection of their graphs, because
points of intersection satisfy both equations simultaneously.
b. Solve systems of two linear equations in two variables algebraically, and
estimate solutions by graphing the equations. Solve simple cases by
inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution
because 3x + 2y cannot simultaneously be 5 and 6.
c. Solve real-world and mathematical problems leading to two linear
equations in two variables. For example, given coordinates for two pairs of
points, determine whether the line through the first pair of points intersects
the line through the second pair.

Functions (F)
Cluster Headings Content Standards

8.F.A.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an input and
the corresponding output. (Function notation is not required in 8th grade.)

8.F.A.2 Compare properties of two functions each represented in a different way

(algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a linear function represented by a table of values and another linear
A. Define, evaluate, and
function represented by an algebraic expression, determine which function has the
compare functions.
greater rate of change.

8.F.A.3 Know and interpret the equation y = mx + b as defining a linear function,

whose graph is a straight line; give examples of functions that are not linear. For
example, the function A = s2 giving the area of a square as a function of its side
length is not linear because its graph contains the points (1,1), (2,4) and (3,9),
which are not on a straight line.

Revised April 5, 2018

 Cluster Headings Content Standards

8.F.B.4 Construct a function to model a linear relationship between two quantities.

Determine the rate of change and initial value of the function from a description of a
relationship or from two (x, y) values, including reading these from a table or from a
graph. Interpret the rate of change and initial value of a linear function in terms of
B. Use functions to model
the situation it models and in terms of its graph or a table of values.
relationships between
quantities.
8.F.B.5 Describe qualitatively the functional relationship between two quantities by
analyzing a graph (e.g., where the function is increasing or decreasing, linear or
nonlinear). Sketch a graph that exhibits the qualitative features of a function that
has been described verbally.

Geometry (G)
Cluster Headings Content Standards

8.G.A.1 Verify experimentally the properties of rotations, reflections, and

translations:
a. Lines are taken to lines, and line segments to line segments of the same
length.
A. Understand and b. Angles are taken to angles of the same measure.
describe the effects of
transformations on two- c. Parallel lines are taken to parallel lines.
dimensional figures and
use informal arguments to 8.G.A.2 Describe the effect of dilations, translations, rotations, and reflections on
establish facts about two-dimensional figures using coordinates.
angles.
8.G.A.3 Use informal arguments to establish facts about the angle sum and
exterior angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angle-angle criterion for similarity of triangles. For example,
arrange three copies of the same triangle so that the sum of the three angles
appears to form a line, and give an argument in terms of transversals why this is so.

8.G.B.4 Explain a proof of the Pythagorean Theorem and its converse.

8.G.B.5 Know and apply the Pythagorean Theorem to determine unknown side
B. Understand and apply lengths in right triangles in real-world and mathematical problems in
the Pythagorean Theorem. two and three dimensions.

8.G.B.6 Apply the Pythagorean Theorem to find the distance between two points in
a coordinate system.

C. Solve real-world and

mathematical problems
8.G.C.7 Know and understand the formulas for the volumes of cones, cylinders,
involving volume of
and spheres, and use them to solve real-world and mathematical problems.
cylinders, cones, and
spheres.

Revised April 5, 2018

 Statistics and Probability (SP)
Cluster Headings Content Standards

8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to
investigate patterns of association between two quantities. Describe patterns such
as clustering, outliers, positive or negative association, linear association, and
nonlinear association.

A. Investigate patterns of 8.SP.A.2 Know that straight lines are widely used to model relationships between
association in bivariate two quantitative variables. For scatter plots that suggest a linear association,
data. informally fit a straight line and informally assess the model fit by judging the
closeness of the data points to the line.

8.SP.A.3 Use the equation of a linear model to solve problems in the context of
bivariate measurement data, interpreting the slope and intercept. For example, in a
linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that
an additional hour of sunlight each day is associated with an additional 1.5 cm in
mature plant height.

8.SP.B.4 Find probabilities of compound events using organized lists, tables, tree
diagrams, and simulation. Understand that, just as with simple events, the
B. Investigate chance
probability of a compound event is the fraction of outcomes in the sample space for
processes and develop,
which the compound event occurs. Represent sample spaces for compound events
use, and evaluate
using methods such as organized lists, tables, and tree diagrams. For an event
probability models
described in everyday language (e.g., "rolling double sixes"), identify the outcomes
in the sample space which compose the event.

Major content of the grade is indicated by the light green shading of the cluster heading and standard’s coding.

Major Content Supporting Content

Revised April 5, 2018

Algebra I | A1
Algebra I emphasizes linear and quadratic expressions, equations, and functions. This course
also introduces students to polynomial and exponential functions with domains in the integers.
Students explore the structures of and interpret functions and other mathematical models.
Students build upon previous knowledge of equations and inequalities to reason, solve, and
represent equations and inequalities numerically and graphically.
The major work of Algebra I is from the following domains and clusters:
 Seeing Structure in Expressions
o Interpret the structure of expressions.
o Write expressions in equivalent forms to solve problems.
 Arithmetic with Polynomials and Rational Expressions
o Perform arithmetic operations on polynomials.
 Creating Equations
o Create equations that describe numbers or relationships.
 Reasoning with Equations and Inequalities
o Understand solving equations as a process of reasoning and explain the reasoning.
o Solve equations and inequalities in one variable.
o Represent and solve equations and inequalities graphically.
 Interpreting Functions
o Understand the concept of a function and use function notation.
o Interpret functions that arise in applications in terms of the context.
 Interpreting Categorical and Quantitative Data
o Interpret linear models.

Supporting work is from the following domains and clusters:

 Quantities
o Reason quantitatively and use units to solve problems.
 Arithmetic with Polynomials and Rational Expressions
o Understand the relationship between zeros and factors of polynomials.
 Reasoning with Equations and Inequalities
o Solve systems of equations.
 Interpreting Functions
o Analyze functions using different representations.
 Building Functions
o Build a function that models a relationship between two quantities.
o Build new functions from existing functions.
 Linear, Quadratic, and Exponential Models
o Construct and compare linear, quadratic, and exponential models and solve problems.
o Interpret expressions for functions in terms of the situation they model.
 Interpreting Categorical and Quantitative Data
o Summarize, represent, and interpret data on a single count or measurement variable.
o Summarize, represent, and interpret data on two categorical and quantitative variables.

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Mathematical Modeling
Mathematical Modeling is a Standard for Mathematical Practice (MP4) and a Conceptual
Category. Specific modeling standards appear throughout the high school standards indicated with a
star (★). Where an entire domain is marked with a star, each standard in that domain is a modeling
standard.

Standards for Mathematical Practice

Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Number and Quantity

Quantities* (N.Q)

Cluster Headings Content Standards Scope & Clarifications

A1.N.Q.A.1 Use units as a way to understand

problems and to guide the solution of multi-step There are no assessment limits for
problems; choose and interpret units consistently in this standard. The entire standard is
formulas; choose and interpret the scale and the assessed in this course.
origin in graphs and data displays.

Descriptive modeling refers to

understanding and interpreting
A. Reason graphs; identifying extraneous
quantitatively A1.N.Q.A.2 Identify, interpret, and justify information; choosing appropriate
and use units to units; etc.
solve problems. appropriate quantities for the purpose of
descriptive modeling.
There are no assessment limits for
this standard. The entire standard is
assessed in this course.

A1.N.Q.A.3 Choose a level of accuracy There are no assessment limits for

appropriate to limitations on measurement when this standard. The entire standard is
reporting quantities. assessed in this course.

Algebra

Seeing Structure in Expressions (A.SSE)

Cluster Headings Content Standards Scope & Clarifications

A1.A.SSE.A.1 Interpret expressions that represent For example, interpret P(1 + r)n as the
a quantity in terms of its context.★ product of P and a factor not
depending on P.
A. Interpret the a. Interpret parts of an expression, such as
structure of terms, factors, and coefficients.
expressions.
b. Interpret complicated expressions by There are no assessment limits for
viewing one or more of their parts as a this standard. The entire standard is
single entity. assessed in this course.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

For example, recognize 532 - 472 as a

difference of squares and see an
opportunity to rewrite it in the easier-
to-evaluate form (53 + 47) (53 – 47).
A. Interpret the See an opportunity to rewrite
A1.A.SSE.A.2 Use the structure of an expression
structure of a2 + 9a + 14 as (a + 7) (a + 2).
to identify ways to rewrite it.
expressions.

Tasks are limited to numerical

expressions and polynomial
expressions in one variable.

For A1.A.SSE.B.3c:
For example, the growth of bacteria
A1.A.SSE.B.3 Choose and produce an equivalent can be modeled by either f(t) = 3(t+2) or
form of an expression to reveal and explain g(t) = 9(3t) because the expression
properties of the quantity represented by the 3(t+2) can be rewritten as (3t) (32) =
9(3t).
expression.★
B. Write a. Factor a quadratic expression to reveal the
expressions in i) Tasks have a real-world context. As
zeros of the function it defines.
equivalent described in the standard, there is an
forms to solve b. Complete the square in a quadratic interplay between the mathematical
problems. expression in the form Ax2 + Bx + C to structure of the expression and the
reveal the maximum or minimum value of structure of the situation such that
choosing and producing an equivalent
the function it defines. form of the expression reveals
c. Use the properties of exponents to rewrite something about the situation.
exponential expressions.
ii) Tasks are limited to exponential
expressions with integer exponents.

Arithmetic with Polynomials and Rational Expressions (A.APR)

Cluster Headings Content Standards Scope & Clarifications

A1.A.APR.A.1 Understand that polynomials form

A. Perform
a system analogous to the integers, namely, they There are no assessment limits for
arithmetic
are closed under the operations of addition, this standard. The entire standard is
operations on
subtraction, and multiplication; add, subtract, and assessed in this course.
polynomials.
multiply polynomials.

B. Understand
A1.A.APR.B.2 Identify zeros of polynomials when
the relationship
suitable factorizations are available, and use the Graphing is limited to linear and
between zeros
zeros to construct a rough graph of the function quadratic polynomials.
and factors of
defined by the polynomial.
polynomials.

Revised April 5, 2018

 Creating Equations★ (A.CED)

Cluster Headings Content Standards Scope & Clarifications

A1.A.CED.A.1 Create equations and inequalities Tasks are limited to linear, quadratic,
or exponential equations with integer
in one variable and use them to solve problems.
exponents.

A1.A.CED.A.2 Create equations in two or more

There are no assessment limits for
variables to represent relationships between
this standard. The entire standard is
quantities; graph equations with two variables on
assessed in this course.
coordinate axes with labels and scales.

For example, represent inequalities

A. Create describing nutritional and cost
equations that A1.A.CED.A.3 Represent constraints by constraints on combinations of
describe equations or inequalities and by systems of different foods.
numbers or equations and/or inequalities, and interpret
relationships. solutions as viable or nonviable options in a
modeling context. There are no assessment limits for
this standard. The entire standard is
assessed in this course.

i) Tasks are limited to linear,

quadratic, and exponential
A1.A.CED.A.4 Rearrange formulas to highlight a equations with integer exponents.
quantity of interest, using the same reasoning as
in solving equations.

ii) Tasks have a real-world context.

Reasoning with Equations and Inequalities (A.REI)

Cluster Headings Content Standards Scope & Clarifications

A. Understand
A1.A.REI.A.1 Explain each step in solving an
solving
equation as following from the equality of numbers Tasks are limited to linear,
equations as a
asserted at the previous step, starting from the quadratic, and absolute value
process of
assumption that the original equation has a equations with integer exponents.
reasoning and
solution. Construct a viable argument to justify a
explain the
solution method.
reasoning.

B. Solve
A1.A.REI.B.2 Solve linear equations and There are no assessment limits for
equations and
inequalities in one variable, including equations this standard. The entire standard is
inequalities in
with coefficients represented by letters. assessed in this course.
one variable.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

A1.A.REI.B.3 Solve quadratic equations and

For A1.A.REI.B.3b:
inequalities in one variable.
Tasks do not require students to
a. Use the method of completing the square write solutions for quadratic
to rewrite any quadratic equation in x into equations that have roots with
an equation of the form (x – p)2 = q that nonzero imaginary parts. However,
B. Solve has the same solutions. Derive the tasks can require the student to
equations and quadratic formula from this form. recognize cases in which a quadratic
equation has no real solutions.
inequalities in b. Solve quadratic equations by inspection
one variable. (e.g., for x2 = 49), taking square roots,
completing the square, knowing and Note: solving a quadratic equation by
applying the quadratic formula, and factoring relies on the connection
factoring, as appropriate to the initial form between zeros and factors of
of the equation. Recognize when the polynomials. This is formally
quadratic formula gives complex solutions. assessed in Algebra II.

Solve systems both algebraically and

C. Solve graphically.
A1.A.REI.C.4 Write and solve a system of linear
systems of
equations in context.
equations. Systems are limited to at most two
equations in two variables.

A1.A.REI.D.5 Understand that the graph of an

There are no assessment limits for
equation in two variables is the set of all its
this standard. The entire standard is
solutions plotted in the coordinate plane, often
assessed in this course.
forming a curve (which could be a line).

Include cases where f(x) and/or g(x)

are linear, quadratic, absolute value,
D. Represent A1.A.REI.D.6 Explain why the x-coordinates of the and exponential functions. For
and solve points where the graphs of the equations y = f(x) example, f(x) = 3x + 5 and
equations and and y = g(x) intersect are the solutions of the g(x) = x2 + 1.
inequalities equation f(x) = g(x); find the approximate solutions
graphically. using technology. ★
Exponential functions are limited to
domains in the integers.

A1.A.REI.D.7 Graph the solutions to a linear

inequality in two variables as a half-plane
There are no assessment limits for
(excluding the boundary in the case of a strict
this standard. The entire standard is
inequality), and graph the solution set to a system
assessed in this course.
of linear inequalities in two variables as the
intersection of the corresponding half-planes.

Revised April 5, 2018

 Functions

Interpreting Functions (F.IF)

Cluster Headings Content Standards Scope & Clarifications

A1.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 There are no assessment limits for
exactly one element of the range. If f is a function this standard. The entire standard is
A. Understand
and x is an element of its domain, then f(x) denotes assessed in this course.
the concept of
the output of f corresponding to the input x. The
function and
graph of f is the graph of the equation y = f(x).
use function
notation.
A1.F.IF.A.2 Use function notation, evaluate
There are no assessment limits for
functions for inputs in their domains, and interpret
this standard. The entire standard is
statements that use function notation in terms of a
assessed in this course.
context.

Key features include: intercepts;

intervals where the function is
increasing, decreasing, positive, or
negative; relative maximums and
minimums; symmetries; and end
behavior.
A1.F.IF.B.3 For a function that models a
relationship between two quantities, interpret key
features of graphs and tables in terms of the i) Tasks have a real-world context.
quantities, and sketch graphs showing key features
given a verbal description of the relationship. ★
ii) Tasks are limited to linear
B. Interpret functions, quadratic functions,
functions that absolute value functions, and
arise in exponential functions with domains
applications in
in the integers.
terms of the
context. 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
A1.F.IF.B.4 Relate the domain of a function to its would be an appropriate domain for
graph and, where applicable, to the quantitative the function.
relationship it describes. ★

There are no assessment limits for

this standard. The entire standard is
assessed in this course.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

i) Tasks have a real-world context.

B. Interpret
functions that A1.F.IF.B.5 Calculate and interpret the average ii) Tasks are limited to linear
arise in rate of change of a function (presented functions, quadratic functions,
applications in symbolically or as a table) over a specified interval. piecewise-defined functions
terms of the Estimate the rate of change from a graph.★ (including step functions and
context. absolute value functions), and
exponential functions with domains
in the integers.

A1.F.IF.C.6 Graph functions expressed

symbolically and show key features of the graph,
by hand and using technology.
Tasks in A1.F.IF.C.6b are limited to
a. Graph linear and quadratic functions and
piecewise, step and absolute value
show intercepts, maxima, and minima.
functions.
b. Graph square root, cube root, and
piecewise-defined functions, including step
functions and absolute value functions.

A1.F.IF.C.7 Write a function defined by an

expression in different but equivalent forms to
reveal and explain different properties of the
C. Analyze function. There are no assessment limits for
functions using a. Use the process of factoring and this standard. The entire standard is
different
completing the square in a quadratic assessed in this course.
representations.
function to show zeros, extreme values,
and symmetry of the graph, and interpret
these in terms of a context.

i) Tasks have a real-world context.

A1.F.IF.C.8 Compare properties of two functions ii) Tasks are limited to linear
each represented in a different way (algebraically, functions, quadratic functions,
graphically, numerically in tables, or by verbal piecewise-defined functions
descriptions). (including step functions and
absolute value functions), and
exponential functions with domains
in the integers.

Revised April 5, 2018

 Building Functions (F.BF)

Cluster Headings Content Standards Scope & Clarifications

A. Build a A1.F.BF.A.1 Write a function that describes a i) Tasks have a real-world context.
function that relationship between two quantities.★
models a
relationship a. Determine an explicit expression, a ii) Tasks are limited to linear
functions, quadratic functions, and
between two recursive process, or steps for calculation
exponential functions with domains
quantities. from a context. in the integers.

i) Identifying the effect on the graph

of replacing f(x) by f(x) + k, k f(x),
and f(x+k) for specific values of k
(both positive and negative) is limited
to linear, quadratic, and absolute
value functions.

A1.F.BF.B.2 Identify the effect on the graph of ii) f(kx) will not be included in
replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for Algebra 1. It is addressed in Algebra
B. Build new 2.
specific values of k (both positive and negative);
functions from find the value of k given the graphs. Experiment
existing with cases and illustrate an explanation of the iii) Experimenting with cases and
functions. effects on the graph using technology. illustrating an explanation of the
effects on the graph using
technology is limited to linear
functions, quadratic functions,
absolute value, and exponential
functions with domains in the
integers.

iv) Tasks do not involve recognizing

even and odd functions.

Revised April 5, 2018

 Linear, Quadratic, and Exponential Models★ (F.LE)

Cluster Headings Content Standards Scope & Clarifications

A1.F.LE.A.1 Distinguish between situations that

can be modeled with linear functions and with
exponential functions.
a. Recognize that linear functions grow by
equal differences over equal intervals and
that exponential functions grow by equal There are no assessment limits for
factors over equal intervals. this standard. The entire standard is
b. Recognize situations in which one quantity assessed in this course.
changes at a constant rate per unit interval
A. Construct
relative to another.
and compare
linear, c. Recognize situations in which a quantity
quadratic, and grows or decays by a constant factor per
exponential unit interval relative to another.
models and
solve A1.F.LE.A.2 Construct linear and exponential
Tasks are limited to constructing
problems. functions, including arithmetic and geometric
linear and exponential functions in
sequences, given a graph, a table, a description of
simple context (not multi-step).
a relationship, or input-output pairs.

A1.F.LE.A.3 Observe using graphs and tables that

a quantity increasing exponentially eventually There are no assessment limits for
exceeds a quantity increasing linearly, this standard. The entire standard is
quadratically, or (more generally) as a polynomial assessed in this course.
function.

For example, the total cost of an

electrician who charges 35 dollars
for a house call and 50 dollars per
hour would be expressed as the
function y = 50x + 35. If the rate
B. Interpret
were raised to 65 dollars per hour,
expressions
describe how the function would
for functions in A1.F.LE.B.4 Interpret the parameters in a
change.
terms of the linear or exponential function in terms of a
situation they context.
model. i) Tasks have a real-world context.

ii) Exponential functions are limited

to those with domains in the
integers.

Revised April 5, 2018

 Statistics and Probability

Interpreting Categorical and Quantitative Data (S.ID)

Cluster Headings Content Standards Scope & Clarifications

A1.S.ID.A.1 Represent single or multiple data sets There are no assessment limits for
with dot plots, histograms, stem plots (stem and this standard. The entire standard is
leaf), and box plots. assessed in this course.
A. Summarize,
represent, and A1.S.ID.A.2 Use statistics appropriate to the shape
There are no assessment limits for
interpret data of the data distribution to compare center (median,
this standard. The entire standard is
on a single mean) and spread (interquartile range, standard
assessed in this course.
count or deviation) of two or more different data sets.
measurement
variable. A1.S.ID.A.3 Interpret differences in shape, center,
There are no assessment limits for
and spread in the context of the data sets,
this standard. The entire standard is
accounting for possible effects of extreme data
assessed in this course.
points (outliers).

A1.S.ID.B.4 Represent data on two quantitative Emphasize linear models, quadratic

variables on a scatter plot, and describe how the models, and exponential models with
B. Summarize, variables are related. domains in the integers.
represent, and
a. Fit a function to the data; use functions
interpret data
fitted to data to solve problems in the For A1.S.ID.B.4a:
on two
context of the data. Use given functions or i) Tasks have a real-world context.
categorical and
choose a function suggested by the
quantitative
context.
variables. ii) Exponential functions are limited
b. Fit a linear function for a scatter plot that to those with domains in the
suggests a linear association. integers.

A1.S.ID.C.5 Interpret the slope (rate of change) There are no assessment limits for
and the intercept (constant term) of a linear model this standard. The entire standard is
in the context of the data. assessed in this course.

There are no assessment limits for

C. Interpret A1.S.ID.C.6 Use technology to compute and
this standard. The entire standard is
linear models. interpret the correlation coefficient of a linear fit.
assessed in this course.

There are no assessment limits for

A1.S.ID.C.7 Distinguish between correlation and
this standard. The entire standard is
causation.
assessed in this course.

Revised April 5, 2018

Major content of the course is indicated by the light green shading of the cluster heading and standard’s
coding.

Major Content Supporting Content

Revised April 5, 2018

Geometry | G

Geometry emphasizes similarity, right triangle trigonometry, congruence, and modeling geometry
concepts in real life situations. Students build upon previous knowledge of similarity, congruence,
and triangles to prove theorems and reason mathematically. This course also introduces students
to geometric constructions and circles. Students show a progression of mastery and
understanding of the use and application of surface area and volume.

The major work of Geometry is from the following domains and clusters:
 Congruence
o Understand congruence in terms of rigid motions.
o Prove geometric theorems.
 Similarity, Right Triangles, and Trigonometry
o Understand similarity in terms of similarity transformations.
o Prove theorems involving similarity.
o Define trigonometric ratios and solve problems involving triangles.
 Expressing Geometric Properties with Equations
o Use coordinates to prove simple geometric theorems algebraically.
 Modeling with Geometry
o Apply geometric concepts in modeling situations.

Supporting work is from the following domains and clusters:

 Congruence
o Experiment with transformations in the plane.
o Make geometric constructions.
 Circles
o Understand and apply theorems about circles.
o Find areas of sectors of circles.
 Expressing Geometric Properties with Equations
o Translate between the geometric description and the equation for a circle.
 Geometric Measurement and Dimension
o Explain volume and surface area formulas and use them to solve problems.

Revised April 5, 2018

Mathematical Modeling
Mathematical Modeling is a Standard for Mathematical Practice (MP4) and a Conceptual
Category. Specific modeling standards appear throughout the high school standards indicated with a
star (★). Where an entire domain is marked with a star, each standard in that domain is a modeling
standard.

Standards for Mathematical Practice

Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Geometry

Congruence (G.CO)

Cluster Headings Content Standards Scope & Clarifications

G.CO.A.1 Know precise definitions of angle, circle,

perpendicular line, parallel line, and line segment, There are no assessment limits for
based on the undefined notions of point, line, this standard. The entire standard is
plane, distance along a line, and distance around a assessed in this course.
circular arc.

G.CO.A.2 Represent transformations in the plane

in multiple ways, including technology. Describe
transformations as functions that take points in the There are no assessment limits for
plane (pre-image) as inputs and give other points this standard. The entire standard is
(image) as outputs. Compare transformations that assessed in this course.
preserve distance and angle measure to those that
do not (e.g., translation versus horizontal stretch).
A. Experiment
G.CO.A.3 Given a rectangle, parallelogram,
with There are no assessment limits for
trapezoid, or regular polygon, describe the
transformations this standard. The entire standard is
rotations and reflections that carry the shape onto
in the plane. assessed in this course.
itself.

G.CO.A.4 Develop definitions of rotations,

There are no assessment limits for
reflections, and translations in terms of angles,
this standard. The entire standard is
circles, perpendicular lines, parallel lines, and line
assessed in this course.
segments.

Rigid motions include rotations,

G.CO.A.5 Given a geometric figure and a rigid reflections, and translations.
motion, draw the image of the figure in multiple
ways, including technology. Specify a sequence of
rigid motions that will carry a given figure onto There are no assessment limits for
another. this standard. The entire standard is
assessed in this course.

G.CO.B.6 Use geometric descriptions of rigid

B. Understand motions to transform figures and to predict the
There are no assessment limits for
congruence in effect of a given rigid motion on a given figure;
this standard. The entire standard is
terms of rigid given two figures, use the definition of congruence
assessed in this course.
motions. in terms of rigid motions to determine informally if
they are congruent.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

G.CO.B.7 Use the definition of congruence in

terms of rigid motions to show that two triangles There are no assessment limits for
are congruent if and only if corresponding pairs of this standard. The entire standard is
B. Understand sides and corresponding pairs of angles are assessed in this course.
congruence in congruent.
terms of rigid
motions. G.CO.B.8 Explain how the criteria for triangle
There are no assessment limits for
congruence (ASA, SAS, AAS, and SSS) follow
this standard. The entire standard is
from the definition of congruence in terms of rigid
assessed in this course.
motions.

Proving includes, but is not limited

to, completing partial proofs;
constructing two-column or
paragraph proofs; using
transformations to prove theorems;
analyzing proofs; and critiquing
completed proofs.

G.CO.C.9 Prove theorems about lines and angles. Theorems include but are not limited
to: 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
C. Prove equidistant from the segment’s
geometric endpoints.
theorems.
Proving includes, but is not limited
to, completing partial proofs;
constructing two-column or
paragraph proofs; using
transformations to prove theorems;
analyzing proofs; and critiquing
completed proofs.

G.CO.C.10 Prove theorems about triangles.

Theorems include but are not limited
to: 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.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

Proving includes, but is not limited

to, completing partial proofs;
constructing two-column or
paragraph proofs; using
transformations to prove theorems;
analyzing proofs; and critiquing
completed proofs.
C. Prove
geometric G.CO.C.11 Prove theorems about parallelograms.
theorems.
Theorems include but are not limited
to: opposite sides are congruent,
opposite angles are congruent, the
diagonals of a parallelogram bisect
each other, and conversely,
rectangles are parallelograms with
congruent diagonals.

Constructions include but are not

limited to: copying a segment;
copying an angle; bisecting a
segment; bisecting an angle;
constructing perpendicular lines,
G.CO.D.12 Make formal geometric constructions
D. Make including the perpendicular bisector
with a variety of tools and methods (compass and
geometric of a line segment; constructing a line
straightedge, string, reflective devices, paper
constructions. parallel to a given line through a
folding, dynamic geometric software, etc.).
point not on the line, and
constructing the following objects
inscribed in a circle: an equilateral
triangle, square, and a regular
hexagon.

Similarity, Right Triangles, and Trigonometry (G.SRT)

Cluster Headings Content Standards Scope & Clarifications

Properties include but are not limited

to: a dilation takes a line not passing
A. Understand
through the center of the dilation to a
similarity in
G.SRT.A.1 Verify informally the properties of parallel line, and leaves a line
terms of
dilations given by a center and a scale factor. passing through the center of the
similarity
dilation unchanged; the dilation of a
transformations.
line segment is longer or shorter in
the ratio given by the scale factor.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

G.SRT.A.2 Given two figures, use the definition of

similarity in terms of similarity transformations to
decide if they are similar; explain using similarity There are no assessment limits for
A. Understand transformations the meaning of similarity for this standard. The entire standard is
similarity in triangles as the equality of all corresponding pairs assessed in this course.
terms of of angles and the proportionality of all
similarity corresponding pairs of sides.
transformations
G.SRT.A.3 Use the properties of similarity There are no assessment limits for
transformations to establish the AA criterion for two this standard. The entire standard is
triangles to be similar. assessed in this course.

Proving includes, but is not limited

to, completing partial proofs;
constructing two-column or
paragraph proofs; using
transformations to prove theorems;
analyzing proofs; and critiquing
completed proofs.
G.SRT.B.4 Prove theorems about similar triangles.
B. Prove
theorems Theorems include but are not limited
involving to: a line parallel to one side of a
similarity. triangle divides the other two
proportionally, and conversely; the
Pythagorean Theorem proved using
triangle similarity.

G.SRT.B.5 Use congruence and similarity criteria There are no assessment limits for
for triangles to solve problems and to justify this standard. The entire standard is
relationships in geometric figures. assessed in this course.

G.SRT.C.6 Understand that by similarity, side

C. Define ratios in right triangles are properties of the angles There are no assessment limits for
trigonometric in the triangle, leading to definitions of this standard. The entire standard is
ratios and solve trigonometric ratios for acute angles. assessed in this course.
problems
involving G.SRT.C.7 Explain and use the relationship There are no assessment limits for
triangles. between the sine and cosine of complementary this standard. The entire standard is
angles. assessed in this course.

Revised April 5, 2018

 Cluster Headings Content Standards Scope & Clarifications

G.SRT.C.8 Solve triangles. ★

C. Define a. Know and use trigonometric ratios and the
trigonometric Pythagorean Theorem to solve right
ratios and solve triangles in applied problems. Ambiguous cases will not be
problems included in assessment.
b. Know and use the Law of Sines and Law of
involving
Cosines to solve problems in real life
triangles.
situations. Recognize when it is appropriate
to use each.

Circles (G.C)

Cluster Headings Content Standards Scope & Clarifications

There are no assessment limits for

G.C.A.1 Recognize that all circles are similar. this standard. The entire standard is
assessed in this course.

Include the relationship between

central, inscribed, and circumscribed
angles; inscribed angles on a
A. Understand
diameter are right angles; the radius
and apply G.C.A.2 Identify and describe relationships among
of a circle is perpendicular to the
theorems about inscribed angles, radii, and chords.
tangent where the radius intersects
circles.
the circle, and properties of angles
for a quadrilateral inscribed in a
circle.

G.C.A.3 Construct the incenter and circumcenter of There are no assessment limits for
a triangle and use their properties to solve this standard. The entire standard is
problems in context. assessed in this course.

For example, use proportional

relationships and angles measured
in degrees or radians.
B. Find areas of
G.C.B.4 Know the formula and find the area of
sectors of
a sector of a circle in a real-world context.
circles.
There are no assessment limits for
this standard. The entire standard is
assessed in this course.

Revised April 5, 2018

 Expressing Geometric Properties with Equations (G.GPE)

Cluster Headings Content Standards Scope & Clarifications

A. Translate
between the
G.GPE.A.1 Know and write the equation of a circle There are no assessment limits for
geometric
of given center and radius using the Pythagorean this standard. The entire standard is
description and
Theorem. assessed in this course.
the equation for
a circle.

For example, 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
G.GPE.B.2 Use coordinates to prove simple centered at the origin and containing
geometric theorems algebraically. the point (0, 2).

There are no assessment limits for

this standard. The entire standard is
assessed in this course.

B. Use For example, find the equation of a

coordinates to line parallel or perpendicular to a
prove simple given line that passes through a
G.GPE.B.3 Prove the slope criteria for parallel and given point.
geometric
theorems perpendicular lines and use them to solve
geometric problems.
algebraically.
There are no assessment limits for
this standard. The entire standard is
assessed in this course.

G.GPE.B.4 Find the point on a directed line There are no assessment limits for
segment between two given points that partitions this standard. The entire standard is
the segment in a given ratio. assessed in this course.

For example, use the distance

formula.
G.GPE.B.5 Know and use coordinates to compute
perimeters of polygons and areas of triangles and
rectangles.★ There are no assessment limits for
this standard. The entire standard is
assessed in this course.

Revised April 5, 2018

 Geometric Measurement and Dimension (G.GMD)

Cluster Headings Content Standards Scope & Clarifications

Informal arguments may include but

are not limited to using the dissection
argument, applying Cavalieri’s
G.GMD.A.1 Give an informal argument for the principle, and constructing informal
A. Explain formulas for the circumference of a circle and the limit arguments.
volume and volume and surface area of a cylinder, cone, prism,
surface area and pyramid.
formulas and There are no assessment limits for
use them to this standard. The entire standard is
solve problems. assessed in this course.

G.GMD.A.2 Know and use volume and surface There are no assessment limits for
area formulas for cylinders, cones, prisms, this standard. The entire standard is
pyramids, and spheres to solve problems.★ assessed in this course.

Modeling with Geometry (G.MG)

Cluster Headings Content Standards Scope & Clarifications

For example, modeling a tree trunk

or a human torso as a cylinder.
G.MG.A.1 Use geometric shapes, their measures,
and their properties to describe objects.★
There are no assessment limits for
this standard. The entire standard is
assessed in this course.
A. Apply
geometric
Geometric methods may include but
concepts in
are not limited to using geometric
modeling
shapes, the probability of a shaded
situations.
region, density, and design
G.MG.A.2 Apply geometric methods to solve real- problems.
world problems.★

There are no assessment limits for

this standard. The entire standard is
assessed in this course.

Major content of the course is indicated by the light green shading of the cluster heading and standard’s
coding.

Major Content Supporting Content

Revised April 5, 2018

Algebra II | A2

Algebra II emphasizes polynomial, rational and exponential expressions, equations, and functions.
This course also introduces students to the complex number system, basic trigonometric
functions, and foundational statistics skills such as interpretation of data and making statistical
inferences. Students build upon previous knowledge of equations and inequalities to reason,
solve, and represent equations and inequalities numerically and graphically.

The major work of Algebra II is from the following domains and clusters:
 The Real Number System
o Extend the properties of exponents to rational exponents.
 Seeing Structure in Expressions
o Interpret the structure of expressions.
o Use expressions in equivalent forms to solve problems.
 Arithmetic with Polynomials and Rational Expressions
o Understand the relationship between zeros and factors of polynomials.
 Reasoning with Equations and Inequalities
o Understand solving equations as a process of reasoning and explain the reasoning.
o Represent and solve equations graphically.
 Interpreting Functions
o Interpret functions that arise in applications in terms of the context.
 Building Functions
o Build a function that models a relationship between two quantities.
 Making Inferences and Justifying Conclusions
o Make inferences and justify conclusions from sample surveys, experiments, and observational
studies.

Supporting work is from the following domains and clusters:

 Quantities
o Reason quantitatively and use units to solve problems.
 The Complex Number System
o Perform arithmetic operations with complex numbers.
o Use complex numbers in quadratic equations.
 Arithmetic with Polynomials and Rational Expressions
o Use polynomial identities to solve problems.
o Rewrite rational expressions.
 Creating Equations
o Create equations that describe numbers or relationships.
 Reasoning with Equations and Inequalities
o Solve equations and inequalities in one variable.
o Solve systems of equations.
 Interpreting Functions
o Analyze functions using different representations.
 Building Functions
o Build new functions from existing functions.
 Linear, Quadratic, and Exponential Models
o Construct and compare linear, quadratic, and exponential models and solve problems.
o Interpret expressions for functions in terms of the situation they model.

Revised April 5, 2018

 Trigonometric Functions
o Extend the domain of trigonometric functions using the unit circle.
o Prove and apply trigonometric identities.
 Interpreting Categorical and Quantitative Data
o Summarize, represent, and interpret data on a single count or measurement variable.
o Summarize, represent, and interpret data on two categorical and quantitative variables.
 Conditional Probability and the Rules of Probability
o Understand independence and conditional probability and use them to interpret data.
o Use the rules of probability to compute probabilities of compound events in a uniform probability
model.

Revised April 5, 2018

Mathematical Modeling
Mathematical Modeling is a Standard for Mathematical Practice (MP4) and a Conceptual
Category. Specific modeling standards appear throughout the high school standards indicated with a
star (★). Where an entire domain is marked with a star, each standard in that domain is a modeling
standard.

Standards for Mathematical Practice

Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Number and Quantity

The Real Number System (N.RN)

Cluster Headings Content Standards Scope & Clarifications

For example, we define 51/3 to be

the cube root of 5 because we want
A2.N.RN.A.1 Explain how the definition of the (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must
meaning of rational exponents follows from equal 5.
A. Extend the extending the properties of integer exponents to
properties of those values, allowing for a notation for radicals in
exponents to terms of rational exponents. There are no assessment limits for
rational this standard. The entire standard is
exponents. assessed in this course.

A2.N.RN.A.2 Rewrite expressions involving There are no assessment limits for

radicals and rational exponents using the this standard. The entire standard is
properties of exponents. assessed in this course.

Quantities★ (N.Q)

Cluster Headings Content Standards Scope & Clarifications

Descriptive modeling refers to

understanding and interpreting
A. Reason graphs; identifying extraneous
quantitatively A2.N.Q.A.1 Identify, interpret, and justify information; choosing appropriate
units; etc.
and use units appropriate quantities for the purpose of
to solve descriptive modeling.
problems. There are no assessment limits for
this standard. The entire standard is
assessed in this course.

The Complex Number System (N.CN)

Cluster Headings Content Standards Scope & Clarifications

A. Perform A2.N.CN.A.1 Know there is a complex number i There are no assessment limits for
arithmetic such that i2 = –1, and every complex number has this standard. The entire standard is
operations with the form a + bi with a and b real. assessed in this course.
complex
numbers.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

A. Perform
A2.N.CN.A.2 Know and use the relation i2 = –1 and
arithmetic There are no assessment limits for
the commutative, associative, and distributive
operations with this standard. The entire standard is
properties to add, subtract, and multiply complex
complex assessed in this course.
numbers.
numbers.

B. Use complex
There are no assessment limits for
numbers in A2.N.CN.B.3 Solve quadratic equations with real
this standard. The entire standard is
quadratic coefficients that have complex solutions.
assessed in this course.
equations.

Algebra

Seeing Structure in Expressions (A.SSE)

Cluster Headings Content Standards Scope & Clarifications

For example, see 2x4 + 3x2 – 5 as its

factors (x2 – 1) and (2x2 + 5); see
x4 – y4 as (x2) 2 – (y2) 2, thus
recognizing it as a difference of
squares that can be factored as (x2 –
A. Interpret the y2) (x2 + y2); see (x2 + 4)/(x2 + 3) as
A2.A.SSE.A.1 Use the structure of an expression
structure of ((x2+ 3) + 1 )/(x2 + 3), thus
to identify ways to rewrite it.
expressions. recognizing an opportunity to write it
as 1 + 1/(x2 + 3).

Tasks are limited to polynomial,

rational, or exponential expressions.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

For example the expression 1.15t

can be rewritten as ((1.15)1/12)12t ≈
1.01212t to reveal that the
approximate equivalent monthly
interest rate is 1.2% if the annual
rate is 15%.

A2.A.SSE.B.2 Choose and produce an equivalent

form of an expression to reveal and explain i) Tasks have a real-world context.
As described in the standard, there
properties of the quantity represented by the
is an interplay between the
B. Use expression.★ mathematical structure of the
expressions in expression and the structure of the
equivalent a. Use the properties of exponents to rewrite
situation such that choosing and
expressions for exponential functions. producing an equivalent form of the
forms to solve
problems. expression reveals something about
the situation.

ii) Tasks are limited to exponential

expressions with rational or real
exponents.

A2.A.SSE.B.3 Recognize a finite geometric There are no assessment limits for

series (when the common ratio is not 1), and use this standard. The entire standard is
the sum formula to solve problems in context. assessed in this course.

Arithmetic with Polynomials and Rational Expressions (A.APR)

Cluster Headings Content Standards Scope & Clarifications

A2.A.APR.A.1 Know and apply the Remainder

There are no assessment limits for
Theorem: For a polynomial p(x) and a number a,
this standard. The entire standard is
A. Understand the remainder on division by x – a is p(a), so p(a) =
assessed in this course.
the relationship 0 if and only if (x – a) is a factor of p(x).
between zeros
and factors of A2.A.APR.A.2 Identify zeros of polynomials when Tasks include quadratic, cubic, and
polynomials. suitable factorizations are available, and use the quartic polynomials and polynomials
for which factors are not provided.
zeros to construct a rough graph of the function
For example, find the zeros of
defined by the polynomial. (x2 - 1)(x2 + 1).

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

For example, compare (31)(29) =

(30 + 1) (30 – 1) = 302 – 12 with (x +
B. Use
y) (x – y) = x2 – y2.
polynomial
A2.A.APR.B.3 Know and use polynomial identities
identities to
to describe numerical relationships.
solve
There are no assessment limits for
problems.
this standard. The entire standard is
assessed in this course.

C. Rewrite There are no assessment limits for

A2.A.APR.C.4 Rewrite rational expressions in
rational this standard. The entire standard is
different forms.
expressions. assessed in this course.

Creating Equations★ (A.CED)

Cluster Headings Content Standards Scope & Clarifications

Include equations arising from linear

and quadratic functions, and rational
A2.A.CED.A.1 Create equations and inequalities in and exponential functions.
one variable and use them to solve problems.
A. Create
equations that Tasks have a real-world context.
describe
numbers or i) Tasks are limited to square root,
relationships. A2.A.CED.A.2 Rearrange formulas to highlight a cube root, polynomial, rational, and
logarithmic functions.
quantity of interest, using the same reasoning as in
solving equations.
ii) Tasks have a real-world context.

Reasoning with Equations and Inequalities (A.REI)

Cluster Headings Content Standards Scope & Clarifications

A2.A.REI.A.1 Explain each step in solving an

equation as following from the equality of numbers
A. Understand Tasks are limited to square root,
asserted at the previous step, starting from the
solving cube root, polynomial, rational, and
assumption that the original equation has a
equations as a logarithmic functions.
solution. Construct a viable argument to justify a
process of
solution method.
reasoning and
explain the
A2.A.REI.A.2 Solve rational and radical equations There are no assessment limits for
reasoning.
in one variable, and identify extraneous solutions this standard. The entire standard is
when they exist. assessed in this course.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

A2.A.REI.B.3 Solve quadratic equations and

inequalities in one variable.
a. Solve quadratic equations by inspection
B. Solve (e.g., for x2 = 49), taking square roots,
In the case of equations that have
equations and completing the square, knowing and roots with nonzero imaginary parts,
inequalities in applying the quadratic formula, and students write the solutions as a ± bi
one variable. factoring, as appropriate to the initial form for real numbers a and b.
of the equation. Recognize when the
quadratic formula gives complex solutions
and write them as a ± bi for real numbers a
and b.

When solving algebraically, tasks are

A2.A.REI.C.4 Write and solve a system of linear limited to systems of at most three
equations and three variables. With
equations in context.
C. Solve graphic solutions systems are limited
systems of to only two variables.
equations.
A2.A.REI.C.5 Solve a system consisting of a linear There are no assessment limits for
equation and a quadratic equation in two variables this standard. The entire standard is
algebraically and graphically. assessed in this course.

Include cases where f(x) and/or g(x)

are linear, polynomial, rational,
A2.A.REI.D.6 Explain why the x-coordinates of the absolute value, exponential, and
D. Represent
points where the graphs of the equations y = f(x) logarithmic functions.
and solve
and y = g(x) intersect are the solutions of the
equations
equation f(x) = g(x); find the approximate solutions
graphically.
using technology. ★ Tasks may involve any of the
function types mentioned in the
standard.

Revised April 5, 2018

 Functions

Interpreting Functions (F.IF)

Cluster Headings Content Standards Scope & Clarifications

Key features include: intercepts;

intervals where the function is
increasing, decreasing, positive, or
negative; relative maximums and
A2.F.IF.A.1 For a function that models a
minimums; symmetries; and end
relationship between two quantities, interpret key behavior.
features of graphs and tables in terms of the
A. Interpret quantities, and sketch graphs showing key
functions that features given a verbal description of the i) Tasks have a real-world context.
arise in relationship. ★
applications in
ii) Tasks may involve square root,
terms of the cube root, polynomial, exponential,
context. and logarithmic functions.

A2.F.IF.A.2 Calculate and interpret the average i) Tasks have a real-world context.
rate of change of a function (presented
symbolically or as a table) over a specified
ii) Tasks may involve polynomial,
interval. Estimate the rate of change from a
exponential, and logarithmic
graph.★ functions.

A2.F.IF.B.3 Graph functions expressed

symbolically and show key features of the graph,
by hand and using technology.★
a. Graph square root, cube root, and
piecewise defined functions, including
B. Analyze step functions and absolute value A2.F.IF.B.3a: Tasks are limited to
functions using functions. square root and cube root functions.
different The other functions are assessed in
representations. b. Graph polynomial functions, identifying Algebra 1.
zeros when suitable factorizations are
available and showing end behavior.
c. Graph exponential and logarithmic
functions, showing intercepts and end
behavior.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

A2.F.IF.B.4 Write a function defined by an For example, identify percent rate of

expression in different but equivalent forms to change in functions such as y = 2x,
reveal and explain different properties of the y = (1/2)x, y = 2-x, y = (1/2)-x.
function.
B. Analyze a. Know and use the properties of exponents There are no assessment limits for
functions using to interpret expressions for exponential this standard. The entire standard is
different functions. assessed in this course.
representations.
A2.F.IF.B.5 Compare properties of two functions
Tasks may involve polynomial,
each represented in a different way (algebraically,
exponential, and logarithmic
graphically, numerically in tables, or by verbal
functions.
descriptions).

Building Functions (F.BF)

Cluster Headings Content Standards Scope & Clarifications

For example, given cost and revenue

A2.F.BF.A.1 Write a function that describes a functions, create a profit function.
relationship between two quantities.★
a. Determine an explicit expression, a For A2.F.BF.A.1a:
A. Build a
recursive process, or steps for calculation i) Tasks have a real-world context.
function that
from a context.
models a
relationship b. Combine standard function types using
ii) Tasks may involve linear
between two arithmetic operations. functions, quadratic functions, and
quantities. exponential functions.

A2.F.BF.A.2 Write arithmetic and geometric There are no assessment limits for
sequences with an explicit formula and use them this standard. The entire standard is
to model situations.★ assessed in this course.

A2.F.BF.B.3 Identify the effect on the graph of i) Tasks may involve polynomial,
replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) exponential, and logarithmic
for specific values of k (both positive and negative); functions.

B. Build new find the value of k given the graphs. Experiment

functions from with cases and illustrate an explanation of the ii) Tasks may involve recognizing
existing effects on the graph using technology. even and odd functions.
functions.
A2.F.BF.B.4 Find inverse functions. There are no assessment limits for
a. Find the inverse of a function when the this standard. The entire standard is
given function is one-to-one. assessed in this course.

Revised April 5, 2018

 Linear, Quadratic, and Exponential Models★ (F.LE)

Cluster Headings Content Standards Scope & Clarifications

A2.F.LE.A.1 Construct linear and exponential

A. Construct There are no assessment limits for
functions, including arithmetic and geometric
and compare this standard. The entire standard is
sequences, given a graph, a table, a description of
linear, assessed in this course.
a relationship, or input-output pairs.
quadratic, and
exponential
A2.F.LE.A.2 For exponential models, express as a
models and There are no assessment limits for
logarithm the solution to abct = d where a, c, and d
solve this standard. The entire standard is
are numbers and the base b is 2, 10, or e; evaluate
problems. assessed in this course.
the logarithm using technology.

For example, the equation y = 5000

(1.06)x models the rising population
of a city with 5000 residents when
B. Interpret the annual growth rate is 6 percent.
expressions for What will be the effect on the
functions in A2.F.LE.B.3 Interpret the parameters in a linear or equation if the city's growth rate was
terms of the exponential function in terms of a context. 7 percent instead of 6 percent?
situation they
model.
There are no assessment limits for
this standard. The entire standard is
assessed in this course.

Trigonometric Functions (F.TF)

Cluster Headings Content Standards Scope & Clarifications

A2.F.TF.A.1 Understand and use radian measure

Commonly recognized angles
of an angle.
include all multiples nπ /6 and nπ /4,
a. Understand radian measure of an angle as where n is an integer.
the length of the arc on the unit circle
subtended by the angle.
A. Extend the
There are no assessment limits for
domain of b. Use the unit circle to find sin θ, cos θ, and
this standard. The entire standard is
trigonometric tan θ when θ is a commonly recognized
assessed in this course.
functions using angle between 0 and 2π.
the unit circle.
A2.F.TF.A.2 Explain how the unit circle in the
coordinate plane enables the extension of There are no assessment limits for
trigonometric functions to all real numbers, this standard. The entire standard is
interpreted as radian measures of angles traversed assessed in this course.
counterclockwise around the unit circle.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

A2.F.TF.B.3 Know and use trigonometric

identities to to find values of trig functions. Commonly recognized angles
include all multiples nπ /6 and nπ /4,
a. Given a point on a circle centered at the
B. Prove and where n is an integer.
origin, recognize and use the right triangle
apply
ratio definitions of sin θ, cos θ, and tan θ
trigonometric
to evaluate the trigonometric functions.
identities. There are no assessment limits for
b. Given the quadrant of the angle, use the this standard. The entire standard is
identity sin2 θ + cos2 θ = 1 to find sin θ assessed in this course.
given cos θ, or vice versa.

Statistics and Probability

Interpreting Categorical and Quantitative Data (S.ID)

Cluster Headings Content Standards Scope & Clarifications

A. Summarize,
represent, and
A2.S.ID.A.1 Use the mean and standard deviation
interpret data There are no assessment limits for
of a data set to fit it to a normal distribution and to
on a single this standard. The entire standard is
estimate population percentages using the
count or assessed in this course.
Empirical Rule.
measurement
variable.

Use given functions or choose a

function suggested by the context.
B. Summarize, Emphasize linear, quadratic, and
A2.S.ID.B.2 Represent data on two quantitative exponential models.
represent, and variables on a scatter plot, and describe how the
interpret data variables are related.
on two i) Tasks have a real-world context.
categorical and a. Fit a function to the data; use functions
quantitative fitted to data to solve problems in the
variables. context of the data. ii) Tasks are limited to exponential
functions with domains not in the
integers.

Revised April 5, 2018

 Making Inferences and Justifying Conclusions (S.IC)

Cluster Headings Content Standards Scope & Clarifications

For example, in a given situation, is it

more appropriate to use a sample
survey, an experiment, or an
A. Make
observational study? Explain how
inferences and A2.S.IC.A.1 Recognize the purposes of and
randomization affects the bias in a
justify differences among sample surveys, experiments,
study.
conclusions and observational studies; explain how
from sample randomization relates to each.
surveys,
There are no assessment limits for
experiments,
this standard. The entire standard is
and
assessed in this course.
observational
studies.
A2.S.IC.A.2 Use data from a sample survey to There are no assessment limits for
estimate a population mean or proportion; use a this standard. The entire standard is
given margin of error to solve a problem in context. assessed in this course.

Conditional Probability and the Rules of Probability (S.CP)

Cluster Headings Content Standards Scope & Clarifications

A2.S.CP.A.1 Describe events as subsets of a

sample space (the set of outcomes) using There are no assessment limits for
characteristics (or categories) of the outcomes, or this standard. The entire standard is
as unions, intersections, or complements of other assessed in this course.
events (“or,” “and,” “not”).

A2.S.CP.A.2 Understand that two events A and B

A. Understand
are independent if the probability of A and B There are no assessment limits for
independence
occurring together is the product of their this standard. The entire standard is
and conditional
probabilities, and use this characterization to assessed in this course.
probability and
determine if they are independent.
use them to
interpret data.
A2.S.CP.A.3 Know and 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 There are no assessment limits for
the conditional probability of A given B is the same this standard. The entire standard is
as the probability of A, and the conditional assessed in this course.
probability of B given A is the same as the
probability of B.

Revised April 5, 2018

 Cluster Headings Content Standards Scope & Clarifications

For example, compare the chance of

having lung cancer if you are a
A. Understand
smoker with the chance of being a
independence
A2.S.CP.A.4 Recognize and explain the concepts smoker if you have lung cancer.
and conditional
of conditional probability and independence in
probability and
everyday language and everyday situations.
use them to
There are no assessment limits for
interpret data.
this standard. The entire standard is
assessed in this course.

For example, a teacher gave two

exams. 75 percent passed the first
quiz and 25 percent passed both.
A2.S.CP.B.5 Find the conditional probability of A What percent who passed the first
given B as the fraction of B’s outcomes that also quiz also passed the second quiz?
belong to A and interpret the answer in terms of the
model.
B. Use the
There are no assessment limits for
rules of
this standard. The entire standard is
probability to
assessed in this course.
compute
probabilities of
For example, in a math class of 32
compound
students, 14 are boys and 18 are
events in a
girls. On a unit test 6 boys and 5
uniform
girls made an A. If a student is
probability
chosen at random from a class, what
model. A2.S.CP.B.6 Know and apply the Addition Rule,
is the probability of choosing a girl or
P(A or B) = P(A) + P(B) – P(A and B), and interpret
an A student?
the answer in terms of the model.

There are no assessment limits for

this standard. The entire standard is
assessed in this course.

Major content of the course is indicated by the light green shading of the cluster heading and standard’s
coding.

Major Content Supporting Content

Revised April 5, 2018

Integrated Math I | M1

Integrated Math I emphasizes linear and exponential expressions, equations, and functions. This
course also focuses on geometric congruence and interpreting linear models from quantitative
data. Students continue their learning and understanding of categorical and quantitative data.
Students are also introduced to reasoning with equations by solving systems of equations in two
variables.

The major work of Integrated Math I is from the following domains and clusters:
 Seeing Structure in Expressions
o Interpret the structure of expressions.
o Write expressions in equivalent forms to solve problems.
 Creating Equations
o Create equations that describe numbers or relationships.
 Reasoning with Equations and Inequalities
o Solve equations and inequalities in one variable.
o Represent and solve equations and inequalities graphically.
 Interpreting Functions
o Understand the concept of a function and use function notation.
o Interpret functions that arise in applications in terms of the context.
 Building Functions
o Build a function that models a relationship between two quantities.
 Congruence
o Understand congruence in terms of rigid motions.
o Prove geometric theorems.
 Interpreting Categorical and Quantitative Data
o Interpret linear models.

Supporting work is from the following domains and clusters:

 Quantities
o Reason quantitatively and use units to solve problems.
 Reasoning with Equations and Inequalities
o Solve systems of equations.
 Interpreting Functions
o Analyze functions using different representations.
 Linear and Exponential Models
o Construct and compare linear and exponential models and solve problems.
o Interpret expressions for functions in terms of the situation they model.
 Congruence
o Experiment with transformations in the plane.
 Interpreting Categorical and Quantitative Data
o Summarize, represent, and interpret data on a single count or measurement variable.
o Summarize, represent, and interpret data on two categorical and quantitative variables.

Revised April 5, 2018

Mathematical Modeling
Mathematical Modeling is a Standard for Mathematical Practice (MP4) and a Conceptual
Category. Specific modeling standards appear throughout the high school standards indicated with a
star (★). Where an entire domain is marked with a star, each standard in that domain is a modeling
standard.

Standards for Mathematical Practice

Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Number and Quantity

Quantities* (N.Q)

Cluster Headings Content Standards Scope & Clarifications

M1.N.Q.A.1 Use units as a way to understand

problems and to guide the solution of multi-step There are no assessment limits for
problems; choose and interpret units consistently in this standard. The entire standard is
formulas; choose and interpret the scale and the assessed in this course.
origin in graphs and data displays.

Clarification: Descriptive modeling

refers to understanding and
A. Reason interpreting graphs; identifying
quantitatively extraneous information; choosing
M1.N.Q.A.2 Identify, interpret, and justify
and use units to appropriate units; etc.
appropriate quantities for the purpose of
solve problems.
descriptive modeling.
Tasks are limited to linear or
exponential equations with integer
exponents.

M1.N.Q.A.3 Choose a level of accuracy There are no assessment limits for

appropriate to limitations on measurement when this standard. The entire standard is
reporting quantities. assessed in this course.

Algebra

Seeing Structure in Expressions (A.SSE)

Cluster Headings Content Standards Scope & Clarifications

M1.A.SSE.A.1 Interpret expressions that represent For example, interpret P(1 + r)n as
a quantity in terms of its context.★ the product of P and a factor not
A. Interpret the a. Interpret parts of an expression, such as depending on P.
structure of terms, factors, and coefficients.
expressions.
b. Interpret complicated expressions by Tasks are limited to linear and
viewing one or more of their parts as a exponential expressions, including
single entity. related numerical expressions.

Revised April 5, 2018

 Cluster Headings Content Standards Scope & Clarifications

For M1.A.SSE.B.2a:
For example, the growth of bacteria
can be modeled by either f(t) = 3(t+2)
or g(t) = 9(3t) because the
expression 3(t+2) can be rewritten as
M1.A.SSE.B.2 Choose and produce an equivalent
(3t) (32) = 9(3t).
B. Write form of an expression to reveal and explain
expressions in properties of the quantity represented by the
equivalent expression.★ Tasks have a real-world context. As
forms to solve described in the standard, there is an
problems. a. Use the properties of exponents to rewrite interplay between the mathematical
exponential expressions. structure of the expression and the
structure of the situation such that
choosing and producing an
equivalent form of the expression
reveals something about the
situation.

Creating Equations★ (A.CED)

Cluster Headings Content Standards Scope & Clarifications

i) Tasks are limited to linear or

exponential equations with integer
exponents.

M1.A.CED.A.1 Create equations and inequalities ii) Tasks have a real-world context.
in one variable and use them to solve problems.
iii) In the linear case, tasks have
A. Create more of the hallmarks of modeling as
equations that a mathematical practice (less
describe defined tasks, more of the modeling
numbers or cycle, etc.).
relationships
i) Tasks are limited to linear
equations

M1.A.CED.A.2 Create equations in two or more

variables to represent relationships between ii) Tasks have a real-world context.
quantities; graph equations with two variables on
coordinate axes with labels and scales. iii) Tasks have the hallmarks of
modeling as a mathematical practice
(less defined tasks, more of the
modeling cycle, etc.).

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

For example, represent inequalities

describing nutritional and cost
constraints on combinations of
M1.A.CED.A.3 Represent constraints by equations
different foods.
or inequalities and by systems of equations and/or
A. Create inequalities, and interpret solutions as viable or
equations that nonviable options in a modeling context.
There are no assessment limits for
describe this standard. The entire standard is
numbers or assessed in this course.
relationships
i) Tasks are limited to linear
M1.A.CED.A.4 Rearrange formulas to highlight a equations.
quantity of interest, using the same reasoning as in
solving equations.
ii) Tasks have a real-world context.

Reasoning with Equations and Inequalities (A.REI)

Cluster Headings Content Standards Scope & Clarifications

A. Solve
M1.A.REI.A.1 Solve linear equations and There are no assessment limits for
equations and
inequalities in one variable, including equations this standard. The entire standard is
inequalities in
with coefficients represented by letters. assessed in this course.
one variable.

Solve systems both algebraically and

graphically.
B. Solve systems M1.A.REI.B.2 Write and solve a system of linear
of equations. equations in context.
Systems are limited to at most two
equations in two variables.

C. Represent and M1.A.REI.C.3 Understand that the graph of an

There are no assessment limits for
solve equations equation in two variables is the set of all its
this standard. The entire standard is
and inequalities solutions plotted in the coordinate plane, often
assessed in this course.
graphically. forming a curve (which could be a line).

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

Include cases where f(x) and/or g(x)

are linear, absolute value, and
exponential functions. For example:
f(x) = 3x + 5.

i) Tasks that assess conceptual

understanding of the indicated
M1.A.REI.C.4 Explain why the x-coordinates of
concept may involve any of the
the points where the graphs of the equations y = function types mentioned in the
f(x) and y = g(x) intersect are the solutions of the standard except exponential and
equation f(x) = g(x); find the approximate solutions logarithmic functions.
C. Represent and using technology. ★
solve equations
ii) Finding the solutions
and inequalities
approximately is limited to cases
graphically. where f(x) and g(x) are polynomial.

iii) Tasks are limited to linear and

absolute value functions.

M1.A.REI.C.5 Graph the solutions to a linear

inequality in two variables as a half-plane
There are no assessment limits for
(excluding the boundary in the case of a strict
this standard. The entire standard is
inequality), and graph the solution set to a system
assessed in this course.
of linear inequalities in two variables as the
intersection of the corresponding half-planes.

Functions

Interpreting Functions (F.IF)

Cluster Headings Content Standards Scope & Clarifications

M1.F.IF.A.1 Understand that a function from one

set (called the domain) to another set (called the
A. Understand
range) assigns to each element of the domain
the concept of a There are no assessment limits for
exactly one element of the range. If f is a function
function and use this standard. The entire standard is
and x is an element of its domain, then f(x)
function assessed in this course.
denotes the output of f corresponding to the input
notation.
x. The graph of f is the graph of the equation y =
f(x).

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Cluster Headings Content Standards Scope & Clarifications

A. Understand
M1.F.IF.A.2 Use function notation, evaluate
the concept of a There are no assessment limits for
functions for inputs in their domains, and interpret
function and use this standard. The entire standard is
statements that use function notation in terms of a
function assessed in this course.
context.
notation.

Key features include: intercepts;

intervals where the function is
increasing, decreasing, positive, or
negative; relative maximums and
M1.F.IF.B.3 For a function that models a minimums; symmetries; and end
relationship between two quantities, interpret key behavior.
features of graphs and tables in terms of the
quantities, and sketch graphs showing key
i) Tasks have a real-world context.
features given a verbal description of the
relationship. ★
ii) Tasks are limited to linear
functions, absolute value, and
exponential functions with domains
in the integers.

For example, if the function h(n)

gives the number of person-hours it
B. Interpret takes to assemble n engines in a
functions that factory, then the positive integers
arise in would be an appropriate domain for
applications in the function.
terms of the M1.F.IF.B.4 Relate the domain of a function to its
context. graph and, where applicable, to the quantitative
i) Tasks have a real-world context.
relationship it describes. ★

ii) Tasks are limited to linear

functions, piecewise functions
(including step functions and
absolute value functions), and
exponential functions with domains
in the integers.

i) Tasks have a real-world context.

M1.F.IF.B.5 Calculate and interpret the average
rate of change of a function (presented ii) Tasks are limited to linear
symbolically or as a table) over a specified functions, piecewise functions
interval. Estimate the rate of change from a (including step functions and
graph.★ absolute value functions), and
exponential functions with domains
in the integers.

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Cluster Headings Content Standards Scope & Clarifications

M1.F.IF.C.6 Graph functions expressed

symbolically and show key features of the graph,
by hand and using technology. Tasks are limited to linear functions.
a. Graph linear functions and show it's
intercepts.
C. Analyze
functions using i) Tasks have a real-world context.
different
representations. M1.F.IF.C.7 Compare properties of two functions
each represented in a different way (algebraically, ii) Tasks are limited to linear
functions, piecewise functions
graphically, numerically in tables, or by verbal
(including step functions and
descriptions). absolute value functions), and
exponential functions with domains
in the integers.

Building Functions (F.BF)

Cluster Headings Content Standards Scope & Clarifications

M1.F.BF.A.1 Write a function that describes a i) Tasks have a real-world context.

relationship between two quantities.★
A. Build a
function that a. Determine an explicit expression, a ii) Tasks are limited to linear
models a recursive process, or steps for calculation functions and exponential functions
relationship from a context. with domains in the integers.
between two
quantities. M1.F.BF.A.2 Write arithmetic and geometric There are no assessment limits for
sequences with an explicit formula and use them this standard. The entire standard is
to model situations.★ assessed in this course.

Revised April 5, 2018

 Linear and Exponential Models★ (F.LE)

Cluster Headings Content Standards Scope & Clarifications

M1.F.LE.A.1 Distinguish between situations that

can be modeled with linear functions and with
exponential functions.
a. Recognize that linear functions grow by
equal differences over equal intervals and
that exponential functions grow by equal There are no assessment limits for
factors over equal intervals. this standard. The entire standard is
b. Recognize situations in which one quantity assessed in this course.
A. Construct and changes at a constant rate per unit interval
compare linear relative to another.
and exponential c. Recognize situations in which a quantity
models and grows or decays by a constant factor per
solve problems. unit interval relative to another.

M1.F.LE.A.2 Construct linear and exponential

There are no assessment limits for
functions, including arithmetic and geometric
this standard. The entire standard is
sequences, given a graph, a table, a description
assessed in this course.
of a relationship, or input-output pairs.

M1.F.LE.A.3 Observe using graphs and tables

Tasks are limited linear and
that a quantity increasing exponentially eventually
exponential functions.
exceeds a quantity increasing linearly.

For example, the total cost of an

electrician who charges 35 dollars
for a house call and 50 dollars per
B. Interpret
hour would be expressed as the
expressions for
function y = 50x + 35. If the rate
functions in M1.F.LE.B.4 Interpret the parameters in a linear
were raised to 65 dollars per hour,
terms of the or exponential function in terms of a context.
describe how the function would
situation they
change.
model.

Tasks have a real-world context.

Revised April 5, 2018

 Geometry

Congruence (G.CO)

Cluster Headings Content Standards Scope & Clarifications

M1.G.CO.A.1 Know precise definitions of angle,

circle, perpendicular line, parallel line, and line There are no assessment limits for
segment, based on the undefined notions of point, this standard. The entire standard is
line, plane, distance along a line, and distance assessed in this course.
around a circular arc.

M1.G.CO.A.2 Represent transformations in the

plane in multiple ways, including technology.
Describe transformations as functions that take
There are no assessment limits for
points in the plane (pre-image) as inputs and give
this standard. The entire standard is
other points (image) as outputs. Compare
assessed in this course.
transformations that preserve distance and angle
measure to those that do not (e.g., translation
A. Experiment versus horizontal stretch).
with
transformations M1.G.CO.A.3 Given a rectangle, parallelogram,
There are no assessment limits for
in the plane. trapezoid, or regular polygon, describe the
this standard. The entire standard is
rotations and reflections that carry the shape onto
assessed in this course.
itself.

M1.G.CO.A.4 Develop definitions of rotations,

There are no assessment limits for
reflections, and translations in terms of angles,
this standard. The entire standard is
circles, perpendicular lines, parallel lines, and line
assessed in this course.
segments.

M1.G.CO.A.5 Given a geometric figure and a rigid

motion, draw the image of the figure in multiple There are no assessment limits for
ways, including technology. Specify a sequence of this standard. The entire standard is
rigid motions that will carry a given figure onto assessed in this course.
another.

M1.G.CO.B.6 Use geometric descriptions of rigid

B. Understand motions to transform figures and to predict the
There are no assessment limits for
congruence in effect of a given rigid motion on a given figure;
this standard. The entire standard is
terms of rigid given two figures, use the definition of congruence
assessed in this course.
motions. in terms of rigid motions to determine informally if
they are congruent.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

M1.G.CO.B.7 Use the definition of congruence in

terms of rigid motions to show that two triangles There are no assessment limits for
are congruent if and only if corresponding pairs of this standard. The entire standard is
B. Understand sides and corresponding pairs of angles are assessed in this course.
congruence in congruent.
terms of rigid
motions. M1.G.CO.B.8 Explain how the criteria for triangle
There is no additional scope or
congruence (ASA, SAS, AAS, and SSS) follow
clarification information for this
from the definition of congruence in terms of rigid
standard.
motions.

Proving includes, but is not limited

to, completing partial proofs;
constructing two-column or
paragraph proofs; using
transformations to prove theorems;
analyzing proofs; and critiquing
completed proofs.

M1.G.CO.C.9 Prove theorems about lines and

Theorems include but are not limited
angles.
to: 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
C. Prove equidistant from the segment’s
geometric endpoints.
theorems.
Proving includes, but is not limited
to, completing partial proofs;
constructing two-column or
paragraph proofs; using
transformations to prove theorems;
analyzing proofs; and critiquing
completed proofs.

M1.G.CO.C.10 Prove theorems about triangles.

Theorems include but are not limited
to: 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.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

Proving includes, but is not limited

to, completing partial proofs;
constructing two-column or
paragraph proofs; using
transformations to prove theorems;
analyzing proofs; and critiquing
completed proofs.
C. Prove
M1.G.CO.C.11 Prove theorems about
geometric
parallelograms.
theorems. Theorems include but are not limited
to: opposite sides are congruent,
opposite angles are congruent, the
diagonals of a parallelogram bisect
each other, and conversely,
rectangles are parallelograms with
congruent diagonals.

Statistics and Probability

Interpreting Categorical and Quantitative Data (S.ID)

Cluster Headings Content Standards Scope & Clarifications

M1.S.ID.A.1 Represent single or multiple data There are no assessment limits for
sets with dot plots, histograms, stem plots (stem this standard. The entire standard is
and leaf), and box plots. assessed in this course.

A. Summarize, M1.S.ID.A.2 Use statistics appropriate to the

represent, and shape of the data distribution to compare center There are no assessment limits for
interpret data on (median, mean) and spread (interquartile range, this standard. The entire standard is
a single count or standard deviation) of two or more different data assessed in this course.
measurement sets.
variable.
M1.S.ID.A.3 Interpret differences in shape, center,
There are no assessment limits for
and spread in the context of the data sets,
this standard. The entire standard is
accounting for possible effects of extreme data
assessed in this course.
points (outliers).

Revised April 5, 2018

 Cluster Headings Content Standards Scope & Clarifications

M1.S.ID.B.4 Represent data on two quantitative

variables on a scatter plot, and describe how the
variables are related.
B. Summarize, i) Tasks have real-world context.
represent, and a. Fit a function to the data; use functions
interpret data on fitted to data to solve problems in the
two categorical context of the data. Use given functions ii) Tasks are limited to linear
and quantitative or choose a function suggested by the functions and exponential functions
variables. context. with domains in the integers.

b. Fit a linear function for a scatter plot that

suggests a linear association.

M1.S.ID.C.5 Interpret the slope (rate of change) There are no assessment limits for
and the intercept (constant term) of a linear model this standard. The entire standard is
in the context of the data. assessed in this course.

There are no assessment limits for

C. Interpret linear M1.S.ID.C.6 Compute (using technology) and
this standard. The entire standard is
models. interpret the correlation coefficient of a linear fit.
assessed in this course.

There are no assessment limits for

M1.S.ID.C.7 Distinguish between correlation and
this standard. The entire standard is
causation.
assessed in this course.

Major content of the course is indicated by the light green shading of the cluster heading and standard’s
coding.

Major Content Supporting Content

Revised April 5, 2018

Integrated Math II | M2

Integrated Math II builds upon concepts taught in Integrated Math I with an emphasis on quadratic
and polynomial expressions, equations, and functions. This course also focuses on geometric
similarity and interpreting functions from a real life context. Students extend previous knowledge
of exponential properties to rational exponents. This course also introduces probability of
compound events and the complex number system.

The major work of Integrated Math II is from the following domains and clusters:
 The Real Number System
o Extend the properties of exponents to rational exponents.
 Seeing Structure in Expressions
o Interpret the structure of expressions.
o Write expressions in equivalent forms to solve problems.
 Arithmetic with Polynomials and Rational Expressions
o Perform arithmetic operations on polynomials.
 Creating Equations
o Create equations that describe numbers or relationships.
 Reasoning with Equations and Inequalities
o Understand solving equations as a process of reasoning and explain the reasoning.
o Solve equations and inequalities in one variable.
 Interpreting Functions
o Interpret functions that arise in applications in terms of the context.
 Similarity, Right Triangles, and Trigonometry
o Understand similarity in terms of similarity transformations.
o Prove theorems involving similarity.
o Define trigonometric ratios and solve problems involving triangles.

Supporting work is from the following domains and clusters:

 Quantities
o Reason quantitatively and use units to solve problems.
 The Complex Number System
o Perform arithmetic operations with complex numbers.
o Use complex numbers in polynomial identities and equations.
 Reasoning with Equations and Inequalities
o Solve systems of equations.
 Interpreting Functions
o Analyze functions using different representations.
 Building Functions
o Build a function that models a relationship between two quantities.
o Build new functions from existing functions.
 Geometric Measurement and Dimension
o Explain volume and surface area formulas and use them to solve problems.
 Interpreting Categorical and Quantitative Data
o Summarize, represent, and interpret data on two categorical and quantitative variables.
 Conditional Probability and the Rules of Probability
o Understand independence and conditional probability and use them to interpret data.
o Use the rules of probability to compute probabilities of compound events in a uniform probability
model.

Revised April 5, 2018

Mathematical Modeling
Mathematical Modeling is a Standard for Mathematical Practice (MP4) and a Conceptual
Category. Specific modeling standards appear throughout the high school standards indicated with a
star (★). Where an entire domain is marked with a star, each standard in that domain is a modeling
standard.

Standards for Mathematical Practice

Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Number and Quantity

The Real Number System (N.RN)

Cluster Headings Content Standards Scope & Clarifications

For example, we define 51/3 to be the

cube root of 5 because we want
M2.N.RN.A.1 Explain how the definition of the (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must
meaning of rational exponents follows from equal 5.
A. Extend the extending the properties of integer exponents to
properties of those values, allowing for a notation for radicals in
exponents to terms of rational exponents. There are no assessment limits for
rational this standard. The entire standard is
exponents. assessed in this course.

M2.N.RN.A.2 Rewrite expressions involving There are no assessment limits for

radicals and rational exponents using the this standard. The entire standard is
properties of exponents. assessed in this course.

Quantities* (N.Q)

Cluster Headings Content Standards Scope & Clarifications

Descriptive modeling refers to

understanding and interpreting
graphs; identifying extraneous
A. Reason information; choosing appropriate
M2.N.Q.A.1 Identify, interpret, and justify units; etc.
quantitatively
appropriate quantities for the purpose of
and use units to
descriptive modeling.
solve problems. Tasks are limited to linear, quadratic,
exponential equations with integer
exponents, square root, and cube
root functions.

The Complex Number System (N.CN)

Cluster Headings Content Standards Scope & Clarifications

A. Perform
arithmetic M2.N.CN.A.1 Know there is a complex number i There are no assessment limits for
operations with such that i2 = –1, and every complex number has this standard. The entire standard is
complex the form a + bi with a and b real. assessed in this course.
numbers.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

A. Perform
M2.N.CN.A.2 Know and use the relation i2 = –1
arithmetic There are no assessment limits for
and the commutative, associative, and distributive
operations with this standard. The entire standard is
properties to add, subtract, and multiply complex
complex assessed in this course.
numbers.
numbers.

B. Use complex
numbers in There are no assessment limits for
M2.N.CN.B.3 Solve quadratic equations with real
polynomial this standard. The entire standard is
coefficients that have complex solutions.
identities and assessed in this course.
equations.

Algebra

Seeing Structure in Expressions (A.SSE)

Cluster Headings Content Standards Scope & Clarifications

For example, interpret P(1 + r)n as

M2.A.SSE.A.1 Interpret expressions that represent
the product of P and a factor not
a quantity in terms of its context.★
depending on P.
a. Interpret complicated expressions by
viewing one or more of their parts as a
single entity. Tasks are limited to quadratic
expressions.
A. Interpret the
For example, recognize 532 - 472 as
structure of a difference of squares and see an
expressions. opportunity to rewrite it in the easier-
to-evaluate form (53 + 47) (53 – 47).
M2.A.SSE.A.2 Use the structure of an expression
See an opportunity to rewrite a2 + 9a
to identify ways to rewrite it. + 14 as (a + 7) (a + 2).

Tasks are limited to numerical

expressions and polynomial
expressions in one variable.

Revised April 5, 2018

 M2.A.SSE.B.3 Choose and produce an equivalent
form of an expression to reveal and explain
properties of the quantity represented by the
B. Write expression.★
expressions in There are no assessment limits for
a. Factor a quadratic expression to reveal
equivalent this standard. The entire standard is
the zeros of the function it defines. assessed in this course.
forms to solve
problems. b. Complete the square in a quadratic
expression in the form Ax2 + Bx + C to
reveal the maximum or minimum value
of the function it defines.

Arithmetic with Polynomials and Rational Expressions (A.APR)

Cluster Headings Content Standards Scope & Clarifications

M2.A.APR.A.1 Understand that polynomials form a

A. Perform
system analogous to the integers, namely, they are There are no assessment limits for
arithmetic
closed under the operations of addition, this standard. The entire standard is
operations on
subtraction, and multiplication; add, subtract, and assessed in this course.
polynomials.
multiply polynomials.

Creating Equations★ (A–CED)

Cluster Headings Content Standards Scope & Clarifications

Include equations arising from linear

M2.A.CED.A.1 Create equations and inequalities and quadratic functions and rational
in one variable and use them to solve problems. and exponential functions. Tasks
have a real-world context.

i) Tasks are limited to quadratic,

A. Create square root, cube root, and
equations that piecewise functions.
describe
numbers or M2.A.CED.A.2 Create equations in two or more
relationships. variables to represent relationships between ii) Tasks have a real-world context.
quantities; graph equations with two variables on
coordinate axes with labels and scales.
iii) Tasks have the hallmarks of
modeling as a mathematical practice
(less defined tasks, more of the
modeling cycle, etc.).

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

A. Create i) Tasks are limited to quadratic,

equations that M2.A.CED.A.3 Rearrange formulas to highlight a square root, and cube root
functions.
describe quantity of interest, using the same reasoning as in
numbers or solving equations.
relationships. ii) Tasks have a real-world context.

Reasoning with Equations and Inequalities (A.REI)

Cluster Headings Content Standards Scope & Clarifications

A. Understand
M2.A.REI.A.1 Explain each step in solving an
solving
equation as following from the equality of numbers Tasks are limited to linear, quadratic,
equations as a exponential equations with integer
asserted at the previous step, starting from the
process of exponents, square root, and cube
assumption that the original equation has a
reasoning and root functions.
solution. Construct a viable argument to justify a
explain the
solution method.
reasoning.

M2.A.REI.B.2 Solve quadratic equations and

inequalities in one variable.

a. Use the method of completing the square

to rewrite any quadratic equation in x into
an equation of the form (x – p)2 = q that
has the same solutions. Derive the
B. Solve quadratic formula from this form.
equations and There are no assessment limits for
this standard. The entire standard is
inequalities in
assessed in this course.
one variable. b. Solve quadratic equations by inspection
(e.g., for x2 = 49), taking square roots,
completing the square, knowing and
applying 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.

When solving algebraically, tasks are

C. Solve limited to systems of at most three
M2.A.REI.C.3 Write and solve a system of linear
systems of equations and three variables. With
equations in context.
equations. graphic solutions systems are limited
to only two variables.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

C. Solve M2.A.REI.C.4 Solve a system consisting of a linear There are no assessment limits for
systems of equation and a quadratic equation in two variables this standard. The entire standard is
equations. algebraically and graphically. assessed in this course.

Functions

Interpreting Functions (F.IF)

Cluster Headings Content Standards Scope & Clarifications

Key features include: intercepts;

intervals where the function is
increasing, decreasing, positive, or
negative; relative maximums and
minimums; symmetries; and end
M2.F.IF.A.1 For a function that models a behavior.
relationship between two quantities, interpret key
features of graphs and tables in terms of the
quantities and sketch graphs showing key features i) Tasks have a real-world context.
given a verbal description of the relationship. ★

ii) Tasks are limited to quadratic,

exponential functions with integer
exponents, square root, and cube
A. Interpret root functions.
functions that
arise in For example, if the function h(n)
applications in gives the number of person-hours it
terms of the takes to assemble n engines in a
context. factory, then the positive integers
M2.F.IF.A.2 Relate the domain of a function to its would be an appropriate domain for
graph and, where applicable, to the quantitative the function.
relationship it describes. ★

Tasks are limited to quadratic,

square root, cube root, piecewise,
and exponential functions.

i) Tasks have a real-world context.

M2.F.IF.A.3 Calculate and interpret the average
rate of change of a function (presented
symbolically or as a table) over a specified interval. ii) Tasks may involve quadratic,
Estimate the rate of change from a graph. ★ square root, cube root, piecewise,
and exponential functions.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

M2.F.IF.B.4 Graph functions expressed

symbolically and show key features of the graph,
by hand and using technology.★
a. Graph linear and quadratic functions and
M2.F.IF.B.4a – Tasks are limited to
show intercepts, maxima, and minima. quadratic functions.
b. Graph square root, cube root, and
piecewise-defined functions, including
M2.F.IF.B.4c – Tasks are limited to
step functions and absolute value
exponential functions.
functions.
c. Graph exponential and logarithmic
functions, showing intercepts and end
behavior.

M2.F.IF.B.5 Write a function defined by an

B. Analyze expression in different but equivalent forms to
functions using reveal and explain different properties of the
different For example, identify percent rate of
function.
representation. change in functions such as y = 2x,
a. Use the process of factoring and y = (1/2)x, y = 2-x, y = (1/2)-x.
completing the square in a quadratic
function to show zeros, extreme values,
and symmetry of the graph, and interpret There are no assessment limits for
these in terms of a context. this standard. The entire standard is
assessed in this course.
b. Know and use the properties of exponents
to interpret expressions for exponential
functions.

i) Tasks do not have a real-world

M2.F.IF.B.6 Compare properties of two functions context.
each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal
ii) Tasks may involve quadratic,
descriptions). square root, cube root, piecewise,
and exponential functions.

Revised April 5, 2018

 Building Functions (F.BF)

Cluster Headings Content Standards Scope & Clarifications

M2.F.BF.A.1 Write a function that describes a

A. Build a relationship between two quantities.★ For M2.F.BF.A.1a:
function that
a. Determine an explicit expression, a i) Tasks have a real-world context.
models a
recursive process, or steps for calculation
relationship
from a context.
between two ii) Tasks may involve linear and
quantities. b. Combine standard function types using quadratic functions.
arithmetic operations.

i) Identifying the effect on the graph

of replacing f(x) by f(x) + k, k f(x),
and f(x+k) for specific values of k
(both positive and negative) is limited
to linear, quadratic, and absolute
value functions.
M2.F.BF.B.2 Identify the effect on the graph of
B. Build new replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k)
functions from for specific values of k (both positive and negative); ii) Experimenting with cases and
existing find the value of k given the graphs. Experiment illustrating an explanation of the
functions. with cases and illustrate an explanation of the effects on the graph using
effects on the graph using technology. technology is limited to linear,
quadratic, square root, cube root,
and exponential functions.

iii) Tasks do not involve recognizing

even and odd functions.

Geometry

Similarity, Right Triangles, and Trigonometry (G.SRT)

Cluster Headings Content Standards Scope & Clarifications

A. Understand
similarity in There are no assessment limits for
M2.G.SRT.A.1 Verify informally the properties of
terms of this standard. The entire standard is
dilations given by a center and a scale factor.
similarity assessed in this course.
transformations.

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Cluster Headings Content Standards Scope & Clarifications

M2.G.SRT.A.2 Given two figures, use the definition

of similarity in terms of similarity transformations to
decide if they are similar; explain using similarity There are no assessment limits for
A. Understand transformations the meaning of similarity for this standard. The entire standard is
similarity in triangles as the equality of all corresponding pairs assessed in this course.
terms of of angles and the proportionality of all
similarity corresponding pairs of sides.
transformations.
M2.G.SRT.A.3 Use the properties of similarity There are no assessment limits for
transformations to establish the AA criterion for two this standard. The entire standard is
triangles to be similar. assessed in this course.

Proving includes, but is not limited

to, completing partial proofs;
constructing two-column or
paragraph proofs; using
transformations to prove theorems;
analyzing proofs; and critiquing
completed proofs.
M2.G.SRT.B.4 Prove theorems about similar
B. Prove triangles.
theorems
Theorems include but are not limited
involving
to: a line parallel to one side of a
similarity.
triangle divides the other two
proportionally, and conversely; the
Pythagorean Theorem proved using
triangle similarity.

M2.G.SRT.B.5 Use congruence and similarity There are no assessment limits for
criteria for triangles to solve problems and to justify this standard. The entire standard is
relationships in geometric figures. assessed in this course.

M2.G.SRT.C.6 Understand that by similarity, side

C. Define ratios in right triangles are properties of the angles There are no assessment limits for
trigonometric in the triangle, leading to definitions of this standard.
ratios and solve trigonometric ratios for acute angles.
problems
involving M2.G.SRT.C.7 Explain and use the relationship There are no assessment limits for
triangles. between the sine and cosine of complementary this standard. The entire standard is
angles. assessed in this course.

Revised April 5, 2018

 M2.G.SRT.C.8 Solve triangles. ★
C. Define a. Know and use trigonometric ratios and
trigonometric the Pythagorean Theorem to solve right triangles in
ratios and solve applied problems. Ambiguous cases will not be
problems included in assessment.
b. Know and use the Law of Sines and the
involving
Law of Cosines to solve triangles in applied
triangles.
problems. Recognize when it is appropriate to use
each.

Geometric Measurement and Dimension (G.GMD)

Cluster Headings Content Standards Scope & Clarifications

Informal arguments may include but

are not limited to using the dissection
argument, applying Cavalieri’s
M2.G.GMD.A.1 Give an informal argument for the principle, and constructing informal
A. Explain formulas for the circumference of a circle and the limit arguments.
volume and volume and surface area of a cylinder, cone, prism,
surface area and pyramid.
formulas and There are no assessment limits for
use them to this standard. The entire standard is
solve problems. assessed in this course.

M2.G.GMD.A.2 Know and use volume and surface There are no assessment limits for
area formulas for cylinders, cones, prisms, this standard. The entire standard is
pyramids, and spheres to solve problems.★ assessed in this course.

Statistics and Probability

Interpreting Categorical and Quantitative Data (S.ID)

Cluster Headings Content Standards Scope & Clarifications

Use given functions or choose a

A. Summarize, M2.S.ID.A.1 Represent data on two quantitative function suggested by the context.
represent, and variables on a scatter plot, and describe how the Emphasize linear, quadratic, and
interpret data on variables are related. exponential models. Exponential
functions are limited to those with
two categorical a. Fit a function to the data; use functions domains in the integers.
and quantitative fitted to data to solve problems in the
variables. context of the data.
Tasks have a real-world context.

Revised April 5, 2018

 Conditional Probability and the Rules of Probability (S.CP)

Cluster Headings Content Standards Scope & Clarifications

M2.S.CP.A.1 Describe events as subsets of a

sample space (the set of outcomes) using There are no assessment limits for
characteristics (or categories) of the outcomes, or this standard. The entire standard is
as unions, intersections, or complements of other assessed in this course.
events (“or,” “and,” “not”).

M2.S.CP.A.2 Understand that two events A and B

are independent if the probability of A and B There are no assessment limits for
occurring together is the product of their this standard. The entire standard is
A. Understand
probabilities, and use this characterization to assessed in this course.
independence
determine if they are independent.
and conditional
probability and
M2.S.CP.A.3 Know and understand the conditional
use them to
probability of A given B as P(A and B)/P(B), and
interpret data.
interpret independence of A and B as saying that There are no assessment limits for
the conditional probability of A given B is the same this standard. The entire standard is
as the probability of A, and the conditional assessed in this course.
probability of B given A is the same as the
probability of B.

M2.S.CP.A.4 Recognize and explain the concepts There are no assessment limits for
of conditional probability and independence in this standard. The entire standard is
everyday language and everyday situations. assessed in this course.

For example, a teacher gave two

B. Use the rules exams. 75 percent passed the first
of probability to exam and 25 percent passed both.
compute What percent who passed the first
M2.S.CP.B.5 Find the conditional probability of A
probabilities of exam also passed the second
given B as the fraction of B’s outcomes that also
compound exam?
belong to A and interpret the answer in terms of the
events in a
model.
uniform
probability There are no assessment limits for
model. this standard. The entire standard is
assessed in this course.

Revised April 5, 2018

 Cluster Headings Content Standards Scope & Clarifications

For example, in a math class of 32

students, 14 are boys and 18 are
B. Use the rules
girls. On a unit test 6 boys and 5 girls
of probability to
made an A. If a student is chosen at
compute
random from a class, what is the
probabilities of M2.S.CP.B.6 Know and apply the Addition Rule,
probability of choosing a girl or an A
compound P(A or B) = P(A) + P(B) – P(A and B), and interpret
student?
events in a the answer in terms of the model.
uniform
probability
There are no assessment limits for
model.
this standard. The entire standard is
assessed in this course.

Major content of the course is indicated by the light green shading of the cluster heading and standard’s
coding.

Major Content Supporting Content

Revised April 5, 2018

Integrated Math III | M3

Integrated Math III builds upon concepts taught in Integrated Math I and Integrated Math II and
emphasizes polynomial and rational expressions, equations, and functions. This course has a
focus on geometric modeling and using algebra to prove geometric theorems. This course also
introduces students to circles, basic trigonometric functions, and foundational statistics skills
such as interpretation of data and making statistical inferences.

The major work of Integrated Math III is from the following domains and clusters:
 Seeing Structure in Expressions
o Interpret the structure of expressions.
o Write expressions in equivalent forms to solve problems.
 Arithmetic with Polynomials and Rational Expressions
o Understand the relationship between zeros and factors of polynomials.
 Creating Equations
o Create equations that describe numbers or relationships.
 Reasoning with Equations and Inequalities
o Understand solving equations as a process of reasoning and explain the reasoning.
o Represent and solve equations graphically.
 Interpreting Functions
o Interpret functions that arise in applications in terms of the context.
 Expressing Geometric Properties with Equations
o Use coordinates to prove simple geometric theorems algebraically.
 Modeling with Geometry
o Apply geometric concepts in modeling situations.
 Interpreting Categorical and Quantitative Data
o Summarize, represent, and interpret data on a single count or measurement variable.
o Summarize, represent, and interpret data on two categorical and quantitative variables.
 Making Inferences and Justifying Conclusions
o Make inferences and justify conclusions from sample surveys, experiments, and observational
studies.

Supporting work is from the following domains and clusters:

 Quantities
o Reason quantitatively and use units to solve problems.
 Arithmetic with Polynomials and Rational Expressions
o Use polynomial identities to solve problems.
o Rewrite rational expressions.
 Interpreting Functions
o Analyze functions using different representations.
 Building Functions
o Build new functions from existing functions.
 Linear, Quadratic, and Exponential Models
o Construct and compare linear, quadratic, and exponential models and solve problems.
 Trigonometric Functions
o Extend the domain of trigonometric functions using the unit circle.
o Prove and apply trigonometric identities.
 Congruence
o Make geometric constructions.

Revised April 5, 2018

 Circles
o Understand and apply theorems about circles.
o Find areas of sectors of circles.
 Expressing Geometric Properties with Equations
o Translate between the geometric description and the equation for a circle.

Revised April 5, 2018

Mathematical Modeling
Mathematical Modeling is a Standard for Mathematical Practice (MP4) and a Conceptual
Category. Specific modeling standards appear throughout the high school standards indicated with a
star (★). Where an entire domain is marked with a star, each standard in that domain is a modeling
standard.

Standards for Mathematical Practice

Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Number and Quantity

Quantities* (N.Q)

Cluster Headings Content Standards Scope & Clarifications

Descriptive modeling refers to

understanding and interpreting
A. Reason graphs; identifying extraneous
quantitatively M3.N.Q.A.1 Identify, interpret, and justify information; choosing appropriate
units; etc.
and use units appropriate quantities for the purpose of
to solve descriptive modeling.
problems. There are no assessment limits for
this standard. The entire standard is
assessed in this course.

Algebra

Seeing Structure in Expressions (A.SSE)

Cluster Headings Content Standards Scope & Clarifications

For example, see 2x4 + 3x2 – 5 as its

factors (x2 – 1) and (2x2 + 5); see
x4 – y4 as (x2) 2 – (y2) 2, thus
recognizing it as a difference of
squares that can be factored as
A. Interpret the (x2 – y2)(x2 + y2); see
M3.A.SSE.A.1 Use the structure of an expression
structure of (x2 + 4)/(x2 + 3) as ((x2+ 3) + 1)/(x2 +
to identify ways to rewrite it.
expressions. 3), thus recognizing an opportunity to
write it as 1 + 1/(x2 + 3).

Tasks are limited to polynomial,

rational, or exponential expressions.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

For example, the expression 1.15t

can be rewritten as ((1.15)1/12)12t ≈
1.01212t to reveal that the
approximate equivalent monthly
interest rate is 1.2% if the annual
rate is 15%.

M3.A.SSE.B.2 Choose and produce an equivalent

i) Tasks have a real-world context.
form of an expression to reveal and explain
As described in the standard, there
properties of the quantity represented by the is an interplay between the
B. Write expression. ★ mathematical structure of the
expressions in expression and the structure of the
a. Use the properties of exponents to rewrite
equivalent situation such that choosing and
expressions for exponential functions. producing an equivalent form of the
forms to solve
problems. expression reveals something about
the situation.

ii) Tasks are limited to exponential

expressions with rational or real
exponents.

M3.A.SSE.B.3 Recognize a finite geometric There are no assessment limits for

series (when the common ratio is not 1), and use this standard. The entire standard is
the sum formula to solve problems in context. assessed in this course.

Arithmetic with Polynomials and Rational Expressions (A.APR)

Cluster Headings Content Standards Scope & Clarifications

M3.A.APR.A.1 Know and apply the Remainder

There are no assessment limits for
Theorem: For a polynomial p(x) and a number a,
this standard. The entire standard is
the remainder on division by x – a is p(a), so p(a) =
A. Understand assessed in this course.
0 if and only if (x – a) is a factor of p(x).
the relationship
between zeros
Tasks include quadratic, cubic, and
and factors of M3.A.APR.A.2 Identify zeros of polynomials when
quartic polynomials and polynomials
polynomials. suitable factorizations are available, and use the
for which factors are not provided.
zeros to construct a rough graph of the function
For example, find the zeros of (x2-
defined by the polynomial.
1)(x2+1).

B. Use
polynomial For example, compare
M3.A.APR.B.3 Know and use polynomial identities
identities to (31)(29)=(30+1)(30-1)=302-12 with
to describe numerical relationships.
solve (x+y)(x-y)=x2-y2.
problems.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

C. Rewrite There are no assessment limits for

M3.A.APR.C.4 Rewrite rational expressions in
rational this standard. The entire standard is
different forms.
expressions. assessed in this course.

Creating Equations★ (A.CED)

Cluster Headings Content Standards Scope & Clarifications

i) Tasks are limited to polynomial,

rational, absolute value, exponential,
M3.A.CED.A.1 Create equations and inequalities or logarithmic functions.
in one variable and use them to solve problems.

ii) Tasks have a real-world context.

A. Create
equations that M3.A.CED.A.2 Create equations in two or more
variables to represent relationships between There are no assessment limits for
describe this standard. The entire standard is
numbers or quantities; graph equations with two variables on
assessed in this course.
relationships. coordinate axes with labels and scales.

i) Tasks have a real-world context.

M3.A.CED.A.3 Rearrange formulas to highlight a
quantity of interest, using the same reasoning as in
ii) Tasks are limited to polynomial,
solving equations. rational, absolute value, exponential,
or logarithmic functions.

Reasoning with Equations and Inequalities (A.REI)

Cluster Headings Content Standards Scope & Clarifications

M3.A.REI.A.1 Explain each step in solving an

equation as following from the equality of numbers
A. Understand
asserted at the previous step, starting from the Tasks are limited to simple rational
solving
assumption that the original equation has a or radical equations.
equations as a
solution. Construct a viable argument to justify a
process of
solution method.
reasoning and
explain the
M3.A.REI.A.2 Solve rational and radical equations There are no assessment limits for
reasoning.
in one variable, and identify extraneous solutions this standard. The entire standard is
when they exist. assessed in this course.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

M3.A.REI.B.3 Explain why the x-coordinates of the

B. Represent
points where the graphs of the equations y = f(x) Tasks may include cases where f(x)
and solve and/or g(x) are linear, polynomial,
and y = g(x) intersect are the solutions of the
equations rational, absolute value, exponential,
equation f(x) = g(x); find the approximate solutions
graphically. or logarithmic functions.
using technology. ★

Functions

Interpreting Functions (F.IF)

Cluster Headings Content Standards Scope & Clarifications

Key features include: intercepts;

intervals where the function is
increasing, decreasing, positive, or
negative; relative maximums and
M3.F.IF.A.1 For a function that models a minimums; symmetries; and end
relationship between two quantities, interpret key behavior.
features of graphs and tables in terms of the
A. Interpret
quantities, and sketch graphs showing key features
functions that i) Tasks have a real-world context.
given a verbal description of the relationship. ★
arise in
applications in ii) Tasks may involve polynomial,
terms of the exponential, and logarithmic
context. functions.

i) Tasks have a real-world context.

M3.F.IF.A.2 Calculate and interpret the average
rate of change of a function (presented
symbolically or as a table) over a specified interval. ii) Tasks may involve polynomial,
Estimate the rate of change from a graph. ★ exponential, and logarithmic
functions.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

M3.F.IF.B.3 Graph functions expressed

symbolically and show key features of the graph,
by hand and using technology.★
a. Graph linear and quadratic functions and
show intercepts, maxima, and minima.
b. Graph square root, cube root, and
There are no assessment limits for
piecewise-defined functions, including step
this standard. The entire standard is
B. Analyze functions and absolute value functions.
assessed in this course.
functions using c. Graph polynomial functions, identifying
different zeros when suitable factorizations are
representations. available and showing end behavior.
d. Graph exponential and logarithmic
functions, showing intercepts and end
behavior.

M3.F.IF.B.4 Compare properties of two functions

each represented in a different way (algebraically, Tasks may involve polynomial,
exponential, and logarithmic
graphically, numerically in tables, or by verbal
functions.
descriptions).

Building Functions (F.BF)

Cluster Headings Content Standards Scope & Clarifications

M3.F.BF.A.1 Identify the effect on the graph of i) Tasks may involve polynomial,
replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) exponential, and logarithmic
for specific values of k (both positive and negative); functions.

A. Build new find the value of k given the graphs. Experiment

functions from with cases and illustrate an explanation of the ii) Tasks may involve recognizing
existing effects on the graph using technology. even and odd functions.
functions.
M3.F.BF.A.2 Find inverse functions. There are no assessment limits for
a. Find the inverse of a function when the this standard. The entire standard is
given function is one-to-one. assessed in this course.

Revised April 5, 2018

 Linear, Quadratic, and Exponential Models★ (F.LE)

Cluster Headings Content Standards Scope & Clarifications

M3.F.LE.A.1 Observe using graphs and tables that

a quantity increasing exponentially eventually There are no assessment limits for
A. Construct
exceeds a quantity increasing linearly, this standard. The entire standard is
and compare
quadratically, or (more generally) as a polynomial assessed in this course
linear,
function.
quadratic, and
exponential
M3.F.LE.A.2 For exponential models, express as a
models and There are no assessment limits for
logarithm the solution to abct = d where a, c, and d
solve problems. this standard. The entire standard is
are numbers and the base b is 2, 10, or e; evaluate
assessed in this course.
the logarithm using technology.

Trigonometric Functions (F.TF)

Cluster Headings Content Standards Scope & Clarifications

M3.F.TF.A.1 Understand and use radian measure

Commonly recognized angles
of an angle.
include all multiples of nπ /6 and
a. Understand radian measure of an angle as nπ /4, where n is an integer.
the length of the arc on the unit circle
subtended by the angle.
A. Extend the
There are no assessment limits for
domain of b. Use the unit circle to find sin θ, cos θ, and
this standard. The entire standard is
trigonometric tan θ when θ is a commonly recognized
assessed in this course.
functions using angle between 0 and 2π.
the unit circle.
M3.F.TF.A.2 Explain how the unit circle in the
coordinate plane enables the extension of There are no assessment limits for
trigonometric functions to all real numbers, this standard. The entire standard is
interpreted as radian measures of angles traversed assessed in this course.
counterclockwise around the unit circle.

M3.F.TF.B.3 Know and use trigonometric

identities to find values of trig functions. Commonly recognized angles
include all multiples of nπ /6 and
a. Given a point on a circle centered at the
B. Prove and nπ /4, where n is an integer.
origin, recognize and use the right triangle
apply
ratio definitions of sin θ, cos θ, and tan θ to
trigonometric
evaluate the trigonometric functions.
identities. There are no assessment limits for
b. Given the quadrant of the angle, use the this standard. The entire standard is
identity sin2 θ + cos2 θ = 1 to find sin θ given assessed in this course.
cos θ, or vice versa.

Revised April 5, 2018

 Geometry

Congruence (G.CO)

Cluster Headings Content Standards Scope & Clarifications

Constructions include but are not

limited to: copying a segment;
copying an angle; bisecting a
segment; bisecting an angle;
constructing perpendicular lines,
M3.G.CO.A.1 Make formal geometric constructions
A. Make including the perpendicular bisector
with a variety of tools and methods (compass and
geometric of a line segment; constructing a line
straightedge, string, reflective devices, paper
constructions. parallel to a given line through a
folding, dynamic geometric software, etc.).
point not on the line, and
constructing the following objects
inscribed in a circle: an equilateral
triangle, square, and a regular
hexagon.

Circles (G.C)

Cluster Headings Content Standards Scope & Clarifications

There are no assessment limits for

M3.G.C.A.1 Recognize that all circles are similar. this standard. The entire standard is
assessed in this course.

Include the relationship between

central, inscribed, and circumscribed
angles; inscribed angles on a
A. Understand
diameter are right angles; the radius
and apply M3.G.C.A.2 Identify and describe relationships
of a circle is perpendicular to the
theorems about among inscribed angles, radii, and chords.
tangent where the radius intersects
circles.
the circle, and properties of angles
for a quadrilateral inscribed in a
circle.

M3.G.C.A.3 Construct the incenter and There are no assessment limits for
circumcenter of a triangle and use their properties this standard. The entire standard is
to solve problems in context. assessed in this course.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

For example, use proportional

relationships and angles measured
in degrees or radians.
B. Find areas of
M3.G.C.B.4 Know the formula and find the area
sectors of
of a sector of a circle in a real-world context.
circles.
There are no assessment limits for
this standard. The entire standard is
assessed in this course.

Expressing Geometric Properties with Equations (G.GPE)

Cluster Headings Content Standards Scope & Clarifications

A. Translate
between the
M3.G.GPE.A.1 Know and write the equation of a There are no assessment limits for
geometric
circle of given center and radius using the this standard. The entire standard is
description and
Pythagorean Theorem. assessed in this course.
the equation for
a circle.

For example, 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
M3.G.GPE.B.2 Use coordinates to prove simple centered at the origin and containing
geometric theorems algebraically. the point (0, 2).

B. Use
coordinates to There are no assessment limits for
prove simple this standard. The entire standard is
geometric assessed in this course.
theorems
algebraically. For example, find the equation of a
line parallel or perpendicular to a
given line that passes through a
M3.G.GPE.B.3 Prove the slope criteria for parallel given point.
and perpendicular lines and use them to solve
geometric problems.
There are no assessment limits for
this standard. The entire standard is
assessed in this course.

M3.G.GPE.B.4 Find the point on a directed line There are no assessment limits for
segment between two given points that partitions this standard. The entire standard is
the segment in a given ratio. assessed in this course.

Revised April 5, 2018

Cluster Headings Content Standards Scope & Clarifications

B. Use
coordinates to For example, use the distance
prove simple formula.
geometric M3.G.GPE.B.5 Know and use coordinates to
theorems compute perimeters of polygons and areas of
algebraically. triangles and rectangles.★ There are no assessment limits for
this standard. The entire standard is
assessed in this course.

Modeling with Geometry (G.MG)

Cluster Headings Content Standards Scope & Clarifications

There are no assessment limits for

M3.G.MG.A.1 Use geometric shapes, their this standard. The entire standard is
measures, and their properties to describe assessed in this course. For
objects.★ example, modeling a tree trunk or a
human torso as a cylinder.
A. Apply
Geometric methods may include but
geometric
are not limited to using geometric
concepts in
shapes, the probability of a shaded
modeling
region, density, and design
situations.
M3.G.MG.A.2 Apply geometric methods to solve problems.
real-world problems.★

There are no assessment limits for

this standard. The entire standard is
assessed in this course.

Revised April 5, 2018

 Statistics and Probability

Interpreting Categorical and Quantitative Data (S.ID)

Cluster Headings Content Standards Scope & Clarifications

A. Summarize,
represent, and M3.S.ID.A.1 Use the mean and standard deviation
There are no assessment limits for
interpret data on of a data set to fit it to a normal distribution and to
this standard. The entire standard is
a single count estimate population percentages using the
assessed in this course.
or measurement Empirical Rule.
variable.

M3.S.ID.B.2 Represent data on two quantitative

variables on a scatter plot, and describe how the Use given functions or choose a
variables are related. function suggested by the context.
B. Summarize,
represent, and a. Fit a function to the data; use functions
interpret data on fitted to data to solve problems in the i) Tasks have a real-world context.
two categorical context of the data. Use given functions or
and quantitative choose a function suggested by the
variables. context. ii) Tasks are limited to linear,
quadratic, and exponential functions
b. Fit a linear function for a scatter plot that with domains not in the integers.
suggests a linear association.

Making Inferences and Justifying Conclusions (S.IC)

Cluster Headings Content Standards Scope & Clarifications

For example, in a given situation, is it

more appropriate to use a sample
survey, an experiment, or an
A. Make
M3.S.IC.A.1 Recognize the purposes of and observational study? Explain how
inferences and
differences among sample surveys, experiments, randomization affects the bias in a
justify
and observational studies; explain how study.
conclusions
from sample randomization relates to each.
surveys, There are no assessment limits for
experiments, this standard. The entire standard is
and assessed in this course.
observational M3.S.IC.A.2 Use data from a sample survey to
studies. estimate a population mean or proportion; use a There are no assessment limits for
given margin of error to solve a problem in context. this standard. The entire standard is
assessed in this course.

Revised April 5, 2018

Major content of the course is indicated by the light green shading of the cluster heading and standard’s
coding.

Major Content Supporting Content

Revised April 5, 2018

Fourth-Year Courses
Proposed Standards

Revised April 5, 2018

Bridge Math | B
Bridge Math is a course intended to build upon concepts taught in previous courses to allow
students to gain a deeper knowledge of the real and complex number systems as well as the
structure, use, and application of equations, expressions, and functions. Functions emphasized
include linear, quadratic and polynomial. Students continue mastery of geometric concepts such
as similarity, congruence, right triangles, and circles. Students use categorical and quantitative
data to model real life situations and rules of probability to compute probabilities of compound
events.

Bridge Math includes the following domains and clusters:

 The Real Number System
o Use properties of rational and irrational numbers.
 Quantities
o Reason quantitatively and use units to solve problems.
 The Complex Number System
o Perform arithmetic operations with complex numbers.
 Seeing Structure in Expressions
o Write expressions in equivalent forms to solve problems.
 Arithmetic with Polynomials and Rational Expressions
o Perform arithmetic operations on polynomials.
o Understand the relationship between zeros and factors of polynomials.
 Creating Equations
o Create equations that describe numbers or relationships.
 Reasoning with Equations and Inequalities
o Understand solving equations as a process of reasoning and explain the reasoning.
o Solve equations and inequalities in one variable.
o Solve systems of equations.
o Represent and solve equations and inequalities graphically.
 Interpreting Functions
o Understand the concept of a function and use function notation.
o Interpret functions that arise in applications in terms of the context.
o Analyze functions using different representations
 Similarity, Right Triangles, and Trigonometry
o Understand similarity in terms of similarity transformations.
o Define trigonometric ratios and solve problems involving right triangles.
 Circles
o Find arc lengths and areas of sectors of circles.
 Geometric Measurement and Dimension
o Visualize relationships between two-dimensional and three-dimensional objects.
 Modeling with Geometry
o Apply geometric concepts in modeling situations.
 Interpreting Categorical and Quantitative Data
o Summarize, represent, and interpret data on a single count or measurement variable.
o Summarize, represent, and interpret data on two categorical and quantitative variables.
o Interpret linear models.
 Conditional probability and the Rules of Probability
o Use the rules of probability to compute probabilities of compound events in a uniform probability
model.

Revised April 5, 2018

Mathematical Modeling
Mathematical Modeling is a Standard for Mathematical Practice (MP4) and a Conceptual
Category. Specific modeling standards appear throughout the high school standards indicated with a
star (★). Where an entire domain is marked with a star, each standard in that domain is a modeling
standard.

Standards for Mathematical Practice

Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Number and Quantity

The Real Number System (N.RN)

Cluster Headings Content Standards

A. Use properties of
B.N.RN.A.1. Use rational and irrational numbers in calculations and in real-world
rational and irrational
context.
numbers.

Quantities★ (N.Q)

Cluster Headings Content Standards

B.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.
A. Reason quantitatively
and use units to solve
B.N.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.
problems.
B.N.Q.A.3 Solve problems involving squares, square roots of numbers, cubes,
and cube roots of numbers.

The Complex Number System (N.CN)

Cluster Headings Content Standards

B.N.CN.A.1 Know there is a complex number i such that i2 = -1, and every
A. Perform arithmetic complex number has the form a + bi with a and b real.
operations with complex
numbers. B.N.CN.A.2 Know and use the relation i2 = -1 and the commutative, associative,
and distributive properties to add, subtract, and multiply complex numbers.

Revised April 5, 2018

 Algebra

Seeing Structure in Expressions (A.SSE)

Cluster Headings Content Standards

B.A.SSE.A.1 Use properties of multiplication and division to solve problems

A. Write expressions in containing scientific notation.
equivalent forms to
solve problems. B.A.SSE.A.2 Use algebraic structures to solve problems involving proportional
reasoning in real-world context.

Arithmetic with Polynomials and Rational Expressions (A.APR)

Cluster Headings Content Standards

A. Perform arithmetic B.A.APR.A.1 Understand that polynomials form a system analogous to the
operations on integers, namely, they are closed under the operations of addition, subtraction,
polynomials. and multiplication; add, subtract, and multiply polynomials.

B. Understand the
B.A.APR.B.2 Identify zeros of polynomials when suitable factorizations are
relationship between
available, and use the zeros to construct a rough graph of the function defined
zeros and factors of
by the polynomial.
polynomials.

Creating Equations★ (A.CED)

Cluster Headings Content Standards

B.A.CED.A.1 Create equations and inequalities in one variable and use them to
solve real-world problems.
A. Create equations that
B.A.CED.A.2 Create equations in two or more variables to represent
describe numbers or
relationships between quantities.
relationships.
B.A.CED.A.3 Rearrange formulas to highlight a quantity of interest, using the
same reasoning as in solving equations.

Revised April 5, 2018

 Reasoning with Equations and Inequalities (A.REI)

Cluster Headings Content Standards

A. Understand solving
B.A.REI.A.1 Build functions and write expressions, equations, and inequalities
equations as a process
for common algebra settings leading to a solution in context (e.g., rate and
of reasoning and explain
distance problems and problems that can be solved using proportions).
the reasoning.

B.A.REI.B.2 Solve quadratic equations in one variable. Solve quadratic

equations by inspection (e.g., for x2 = 49), taking square roots, completing the
B. Solve equations and
square, knowing and applying the quadratic formula, and factoring, as
inequalities in one
appropriate to the initial form of the equation. Recognize when the quadratic
variable.
formula gives complex solutions and write them as a ± bi for real numbers a and
b.

B.A.REI.C.3 Solve and explain the solutions to a system of equations using a

C. Solve systems of
variety of representations including combinations of linear and non-linear
equations.
equations.

B.A.REI.D.4 Use algebra and geometry to solve problems involving midpoints

D. Represent and solve and distances.
equations and
inequalities graphically. B.A.REI.D.5 Solve a linear inequality using multiple methods and interpret the
solution as it applies to the context.

Functions

Interpreting Functions (F.IF)

Cluster Headings Content Standards

B.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
A. Understand the element of the range. If f is a function and x is an element of its domain, then f(x)
concept of a function denotes the output of f corresponding to the input x. The graph of f is the graph
and use function of the equation y = f(x).
notation.
B.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.

Revised April 5, 2018

 Cluster Headings Content Standards

B. Interpret functions
B.F.IF.B.3 Recognize functions as mappings of an independent variable into a
that arise in applications
dependent variable. ★
in terms of the context.

B.F.IF.C.4 Graph linear, quadratic, absolute value, and piecewise functions

expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated ones. ★
C. Analyze functions
using different B.F.IF.C.5 Write a function defined by an expression in different but equivalent
representations. forms to reveal and explain different properties of the function.

B.F.IF.C.6 Use the properties of exponents to interpret expressions for

exponential functions.

Geometry

Similarity, Right Triangles and Trigonometry (G.SRT)

Cluster Headings Content Standards

A. Understand similarity
B.G.SRT.A.1 Apply similar triangles to solve problems, such as finding heights
in terms of similarity
and distances.
transformations.

B.G.SRT.B.2 Apply basic trigonometric ratios to solve right triangle problems.

B. Define trigonometric
B.G.SRT.B.3 Apply properties of 30° 60° 90°, 45° 45° 90°, similar, and
ratios and solve
congruent triangles.
problems involving right
triangles.
B.G.SRT.B.4 Solve problems involving angles of elevation and angles of
depression.

Circles (G.C)

Cluster Headings Content Standards

A. Find arc lengths and

B.G.C.A.1 Apply a variety of strategies to determine the area and circumference
areas of sectors of
of circles after identifying necessary information.
circles.

Revised April 5, 2018

 Geometric Measurement and Dimension (G.GMD)

Cluster Headings Content Standards

B.G.GMD.A.1 Use relationships involving area, perimeter, and volume of

geometric figures to compute another measure.
A. Visualize
relationships between
B.G.GMD.A.2 Use several angle properties to find an unknown angle measure.
two-dimensional and
three-dimensional
B.G.GMD.A.3 Apply a variety of strategies using relationships between
objects.
perimeter, area, and volume to calculate desired measures in composite figures
(i.e., combinations of basic figures).

Modeling with Geometry (G.MG)

Cluster Headings Content Standards

B.G.MG.A.1 Use appropriate technology to find the mathematical model for a set
A. Apply geometric of non-linear data.
concepts in modeling
situations. B.G.MG.A.2 Solve problems involving surface area and volume in real-world
context.

Statistics and Probability

Interpreting Categorical and Quantitative Data (S.ID)

Cluster Headings Content Standards

A. Summarize,
B.S.ID.A.1 Use statistics appropriate to the shape of the data distribution to
represent, and interpret
compare center (median, mean) and spread (interquartile range, standard
data on a single count or
deviation) of two or more different data sets.
measurement variable.

B. Summarize,
represent, and interpret
data on two categorical B.S.ID.B.2 Interpret and use data from tables, charts, and graphs.
and quantitative
variables.

Revised April 5, 2018

 Cluster Headings Content Standards

B.S.ID.B.3 Represent data on two quantitative variables on a scatter plot, and

B. Summarize, describe how the variables are related.
represent, and interpret
data on two categorical a. Fit a function to the data; use functions fitted to data to solve problems in
and quantitative the context of the data. Use given functions or choose a function
variables. suggested by the context. Emphasize linear, quadratic, and exponential
models.

C. Interpret linear B.S.ID.C.4 Interpret the slope (rate of change) and the intercept (constant term)
models. of a linear model in the context of the data.

Conditional Probability and the Rules of Probability (S.CP)

Cluster Headings Content Standards

B.S.CP.A.1 Understand and use basic counting techniques in contextual

settings.
A. Use the rules of
B.S.CP.A.2 Compute a probability when the event and/or sample space are not
probability to compute
given or obvious.
probabilities of
compound events in a
B.S.CP.A.3 Recognize the concepts of conditional and joint probability
uniform probability
expressed in real-world contexts.
model.
B.S.CP.A.4 Recognize the concept of independence expressed in real-world
contexts.

Revised April 5, 2018

Precalculus | P

Precalculus is designed to prepare students for college level STEM focused courses. Students
extend their knowledge of the complex number system to use complex numbers in polynomial
identities and equations. Topics for student mastery include vectors and matrix quantities,
sequences and series, parametric equations, and conic sections. Students use previous
knowledge to continue progressing in their understanding of trigonometric functions and using
regression equations to model quantitative data.

Precalculus includes the following domains and clusters:

 Number Expressions
o Represent, interpret, compare, and simplify number expressions.
 The Complex Number System
o Perform complex number arithmetic and understand the representation on the complex
plane.
o Use complex numbers in polynomial identities and equations.
 Vectors and Matrix Quantities
o Represent and model with vector quantities.
o Understand the graphic representation of vectors and vector arithmetic.
o Perform operations on matrices and use matrices in applications.
 Sequences and Series
o Understand and use sequences and series.
 Reasoning with Equations and Inequalities
o Solve systems of equations and nonlinear inequalities.
 Parametric Equations
o Describe and use parametric equations.
 Conic Sections
o Understand the properties of conic sections and apply them to model real-world phenomena.
 Building Functions
o Build new functions from existing functions.
 Interpreting Functions
o Analyze functions using different representations.
 Trigonometric Functions
o Extend the domain of trigonometric functions using the unit circle.
 Graphing Trigonometric Functions
o Model periodic phenomena with trigonometric functions.
 Applied Trigonometry
o Use trigonometry to solve problems.
 Trigonometric Identities
o Apply trigonometric identities to rewrite expressions and solve equations.
 Polar Coordinates
o Use polar coordinates.
 Model with Data
o Model data using regression equations.

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Mathematical Modeling
Mathematical Modeling is a Standard for Mathematical Practice (MP4) and a Conceptual
Category. Specific modeling standards appear throughout the high school standards indicated with a
star (★). Where an entire domain is marked with a star, each standard in that domain is a modeling
standard.

Standards for Mathematical Practice

Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

170

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 Number and Quantity

Number Expressions (N.NE)

Cluster Headings Content Standards

P.N.NE.A.1 Use the laws of exponents and logarithms to expand or collect terms in
expressions; simplify expressions or modify them in order to analyze them or
compare them.

P.N.NE.A.2 Understand the inverse relationship between exponents and logarithms

and use this relationship to solve problems involving logarithms and exponents.★
A. Represent,
interpret, compare, P.N.NE.A.3 Classify real numbers and order real numbers that include
and simplify number transcendental expressions, including roots and fractions of π and e.
expressions.
P.N.NE.A.4 Simplify complex radical and rational expressions; discuss and display
understanding that rational numbers are dense in the real numbers and the integers
are not.

P.N.NE.A.5 Understand that rational expressions form a system analogous to the

rational numbers, closed under addition, subtraction, multiplication, and division by a
nonzero rational expression; add, subtract, multiply, and divide rational expressions.

The Complex Number System (N.CN)

Cluster Headings Content Standards

P.N.CN.A.1 Perform arithmetic operations with complex numbers expressing

answers in the form a + bi.

P.N.CN.A.2 Find the conjugate of a complex number; use conjugates to find moduli
and quotients of complex numbers.
A. Perform complex
number arithmetic P.N.CN.A.3 Represent complex numbers on the complex plane in rectangular and
and understand the polar form (including real and imaginary numbers), and explain why the rectangular
representation on the and polar forms of a given complex number represent the same number.
complex plane.
P.N.CN.A.4 Represent addition, subtraction, multiplication, and conjugation of
complex numbers geometrically on the complex plane; use properties of this
3
representation for computation. For example, (–1 +3 i ) = 8 because (–1 +3 i ) has
modulus 2 and argument 120°.

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A. Perform complex P.N.CN.A.5 Calculate the distance between numbers in the complex plane as the
number arithmetic modulus of the difference, and the midpoint of a segment as the average of the
and understand the numbers at its endpoints.
representation on the
complex plane.

P.N.CN.B.6 Extend polynomial identities to the complex numbers. For example,

B. Use complex
numbers in rewrite x2 + 4 as (x + 2i)(x – 2i).
polynomial identities
P.N.CN.B.7 Know the Fundamental Theorem of Algebra; show that it is true for
and equations.
quadratic polynomials.

Vector and Matrix Quantities (N.VM)

Cluster Headings Content Standards

P.N.VM.A.1 Recognize vector quantities as having both magnitude and direction.

Represent vector quantities by directed line segments, and use appropriate symbols
for vectors and their magnitudes (e.g., v, |v|, ||v||, v).
A. Represent and
model with vector P.N.VM.A.2 Find the components of a vector by subtracting the coordinates of an
quantities. initial point from the coordinates of a terminal point.

P.N.VM.A.3 Solve problems involving velocity and other quantities that can be
represented by vectors.

P.N. VM.B.4 Add and subtract vectors.

a. Add vectors end-to-end, component-wise, and by the parallelogram rule.
Understand that the magnitude of a sum of two vectors is typically not the
sum of the magnitudes.
b. Given two vectors in magnitude and direction form, determine the magnitude
and direction of their sum.

B. Understand the c. Understand vector subtraction v – w as v + (–w), where –w is the additive

graphic inverse of w, with the same magnitude as w and pointing in the opposite
representation of direction. Represent vector subtraction graphically by connecting the tips in
vectors and vector the appropriate order, and perform vector subtraction component-wise.
arithmetic.
P.N. VM.B.5 Multiply a vector by a scalar.
a. Represent scalar multiplication graphically by scaling vectors and possibly
reversing their direction; perform scalar multiplication component-wise, e.g.,
as c(vx, vy) = (cvx, cvy).

b.Compute the magnitude of a scalar multiple cv using ||cv|| = |c|v. Compute

the direction of cv knowing that when |c|v ≠ 0, the direction of cv is either
along v (for c > 0) or against v (for c < 0).

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 Cluster Headings Content Standards

B. Understand the
graphic
representation of P.N.VM.B.6 Calculate and interpret the dot product of two vectors.
vectors and vector
arithmetic.

P.N.VM.C.7 Use matrices to represent and manipulate data, e.g., to represent

payoffs or incidence relationships in a network.

P.N.VM.C.8 Multiply matrices by scalars to produce new matrices, e.g., as when all
of the payoffs in a game are doubled.

P.N.VM.C.9 Add, subtract, and multiply matrices of appropriate dimensions.

P.N.VM.C.10 Understand that, unlike multiplication of numbers, matrix multiplication

for square matrices is not a commutative operation, but still satisfies the associative
C. Perform operations
and distributive properties.
on matrices and use
matrices in
P.N.VM.C.11 Understand that the zero and identity matrices play a role in matrix
applications.
addition and multiplication similar to the role of 0 and 1 in the real numbers. The
determinant of a square matrix is nonzero if and only if the matrix has a
multiplicative inverse.

P.N.VM.C.12 Multiply a vector (regarded as a matrix with one column) by a matrix of

suitable dimensions to produce another vector. Work with matrices as
transformations of vectors.

P.N.VM.C.13 Work with 2 × 2 matrices as transformations of the plane, and interpret

the absolute value of the determinant in terms of area.

Algebra

Sequences and Series (A.S)

P.A.S.A.1 Demonstrate an understanding of sequences by representing them

recursively and explicitly.

P.A.S.A.2 Use sigma notation to represent a series; expand and collect expressions
in both finite and infinite settings.
A. Understand and
use sequences and P.A.S.A.3 Derive and use the formulas for the general term and summation of finite
series. or infinite arithmetic and geometric series, if they exist.
a. Determine whether a given arithmetic or geometric series converges or
diverges.
b. Find the sum of a given geometric series (both infinite and finite).
c. Find the sum of a finite arithmetic series.
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 P.A.S.A.4 Understand that series represent the approximation of a number when
truncated; estimate truncation error in specific examples.
A. Understand and
use sequences and
series. P.A.S.A.5 Know and apply the Binomial Theorem for the expansion of (x + y)n in
powers of x and y for a positive integer n, where x and y are any numbers, with
coefficients determined for example by Pascal’s Triangle.

Reasoning with Equations and Inequalities (A.REI)

P.A.REI.A.1 Represent a system of linear equations as a single matrix equation in a

vector variable.

P.A.REI.A.2 Find the inverse of a matrix if it exists and use it to solve systems of
A. Solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).
equations and
nonlinear inequalities. P.A.REI.A.3 Solve nonlinear inequalities (quadratic, trigonometric, conic,
exponential, logarithmic, and rational) by graphing (solutions in interval
notation if one-variable), by hand and with appropriate technology.

P.A.REI.A.4 Solve systems of nonlinear inequalities by graphing.

Parametric Equations (A.PE)

P.A.PE.A.1 Graph curves parametrically (by hand and with appropriate technology).
A. Describe and use
parametric
P.A.PE.A.2 Eliminate parameters by rewriting parametric equations as a single
equations. ★
equation.

Conic Sections (A.C)

P.A.C.A.1 Display all of the conic sections as portions of a cone.

P.A.C.A.2 Derive the equations of ellipses and hyperbolas given the foci,
A. Understand the using the fact that the sum or difference of distances from the foci is constant.
properties of conic
sections and model P.A.C.A.3 From an equation in standard form, graph the appropriate conic section:
real-world ellipses, hyperbolas, circles, and parabolas. Demonstrate an understanding of the
phenomena. relationship between their standard algebraic form and the graphical characteristics.

P.A.C.A.4 Transform equations of conic sections to convert between

174
general and standard form.

Revised April 5, 2018

 Functions

Building Functions (F.BF)

Cluster Headings Content Standards

P.F.BF.A.1 Understand how the algebraic properties of an equation transform the

geometric properties of its graph. For example, given a function, describe the
transformation of the graph resulting from the manipulation of the algebraic
properties of the equation (i.e., translations, stretches, reflections, and changes in
periodicity and amplitude).

P.F.BF.A.2 Develop an understanding of functions as elements that can be

operated upon to get new functions: addition, subtraction, multiplication, division,
and composition of functions.

P.F.BF.A.3 Compose functions. For example, if T(y) is the temperature in the

atmosphere as a function of height, and h(t) is the height of a weather balloon as a
function of time, then T(h(t)) is the temperature at the location of the weather balloon
as a function of time.

P.F.BF.A.4 Construct the difference quotient for a given function and simplify the
A. Build new functions resulting expression.
from existing
functions. P.F.B F.A.5 Find inverse functions (including exponential, logarithmic,
and trigonometric).
a. Calculate the inverse of a function, f (x) , with respect to each of the
functional operations; in other words, the additive inverse, − f (x) , the
multiplicative inverse, 1 / f(x), and the inverse with respect to composition,
f−1 (x) . Understand the algebraic and graphical implications of each type.

b. Verify by composition that one function is the inverse of another.

c. Read values of an inverse function from a graph or a table, given that the
function has an inverse.
d. Recognize a function is invertible if and only if it is one-to-one. Produce an
invertible function from a non-invertible function by restricting the domain.

P.F.BF.A.6 Explain why the graph of a function and its inverse are reflections of one
another over the line y = x.

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 Interpreting Functions (F.IF)

Cluster Headings Content Standards

P.F.IF.A.1 Determine whether a function is even, odd, or neither.

P.F.IF.A.2 Analyze qualities of exponential, polynomial, logarithmic, trigonometric,

and rational functions and solve real-world problems that can be modeled with these
functions (by hand and with appropriate technology).★

P.F.IF.A.4 Identify the real zeros of a function and explain the relationship between
the real zeros and the x-intercepts of the graph of a function (exponential,
polynomial, logarithmic, trigonometric, and rational).

P.F.IF.A.5 Identify characteristics of graphs based on a set of conditions or on a

A. Analyze functions
using different general equation such as y = ax2+ c.
representations.
P.F.IF.A.6 Visually locate critical points on the graphs of functions and determine if
each critical point is a minimum, a maximum, or point of inflection. Describe
intervals where the function is increasing or decreasing and where different types of
concavity occur.

P.F.IF.A.7 Graph rational functions, identifying zeros, asymptotes (including slant),

and holes (when suitable factorizations are available) and showing end-behavior.

P.F.IF.A.8 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.

Trigonometric Functions (F.TF)

Cluster Headings Content Standards

P.F.TF.A.1 Convert from radians to degrees and from degrees to radians.

P.F.TF.A.2 Use special triangles to determine geometrically the values of sine,

cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of
A. Extend the domain sine, cosine, and tangent for π–x, π+x, and 2π–x in terms of their values for x,
of trigonometric where x is any real number.
functions using the
unit circle. P.F.TF.A.3 Use the unit circle to explain symmetry (odd and even) and periodicity of
trigonometric functions.

P.F.TF.A.4 Choose trigonometric functions to model periodic phenomena with

specified amplitude, frequency, and midline.

176

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 Graphing Trigonometric Functions (F.GT)

Cluster Headings Content Standards

P.F.GT.A.1 Interpret transformations of trigonometric functions.

P.F.GT.A.2 Determine the difference made by choice of units for angle

measurement when graphing a trigonometric function.

P.F.GT.A.3 Graph the six trigonometric functions and identify characteristics such
as period, amplitude, phase shift, and asymptotes.

P.F.GT.A.4 Find values of inverse trigonometric expressions (including

A. Model periodic compositions), applying appropriate domain and range restrictions.
phenomena with
trigonometric P.F.GT.A.5 Understand that restricting a trigonometric function to a domain on
which it is always increasing or always decreasing allows its inverse to be
functions.★
constructed.

P.F.GT.A.6 Determine the appropriate domain and corresponding range for each of
the inverse trigonometric functions.

P.F.GT.A.7 Graph the inverse trigonometric functions and identify their key
characteristics.

P.F.GT.A.8 Use inverse functions to solve trigonometric equations that arise in

modeling contexts; evaluate the solutions using technology, and interpret them in
terms of the context.

Geometry

Applied Trigonometry (G.AT)

Cluster Headings Content Standards

P.G.AT.A.1 Use the definitions of the six trigonometric ratios as ratios of sides in a
right triangle to solve problems about lengths of sides and measures of angles.

P.G.AT.A.2 Derive the formula A = 1/2 ab sin(C) for the area of a triangle by
A. Use trigonometry
drawing an auxiliary line from a vertex perpendicular to the opposite side.
to solve problems. ★
P.G.AT.A.3 Derive and apply the formulas for the area of sector of a circle.

P.G.AT.A.4 Calculate the arc length of a circle subtended by a central angle.

177

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 Cluster Headings Content Standards

P.G.AT.A.5 Prove the Laws of Sines and Cosines and use them to solve problems.
A. Use trigonometry
P.G.AT.A.6 Understand and apply the Law of Sines (including the ambiguous case)
to solve problems. ★
and the Law of Cosines to find unknown measurements in right and non-right
triangles (e.g., surveying problems, resultant forces).

Trigonometric Identities (G.TI)

Cluster Headings Content Standards

P.G.TI.A.1 Apply trigonometric identities to verify identities and solve equations.

A. Apply trigonometric Identities include: Pythagorean, reciprocal, quotient, sum/difference, double-angle,
identities to rewrite and half-angle.
expressions and solve
equations.★ P.G.TI.A.2 Prove the addition and subtraction formulas for sine, cosine, and tangent
and use them to solve problems.

Polar Coordinates (G.PC)

Cluster Headings Content Standards

P.G.PC.A.1 Graph functions in polar coordinates.

A. Use polar P.G.PC.A.2 Convert between rectangular and polar coordinates.

coordinates.

P.G.PC.A.3 Represent situations and solve problems involving polar coordinates.★

Statistics and Probability

Model with Data★ (S.MD)

Cluster Headings Content Standards

P.S.MD.A.1 Create scatter plots, analyze patterns, and describe relationships for
bivariate data (linear, polynomial, trigonometric, or exponential) to model real-world
A. Model data using
phenomena and to make predictions.
regressions
equations.
P.S.MD.A.2 Determine a regression equation to model a set of bivariate data.
Justify why this equation best fits the data.
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Revised April 5, 2018

A. Model data using P.S.MD.A.3 Use a regression equation, modeling bivariate data, to make
regressions predictions. Identify possible considerations regarding the accuracy of predictions
equations. when interpolating or extrapolating.

179

Revised April 5, 2018

Statistics | S

Statistics is designed to introduce students to the major concepts and tools for collecting,
analyzing, and drawing conclusions from data. The major themes in Statistics include: interpreting
categorical and quantitative data, conditional probability and other rules of probability, using
probability to make decisions, and making inferences and justifying conclusions.

Statistics includes the following domains and clusters:

 Interpreting Categorical and Quantitative Data
o Understand, represent, and use univariate data.
o Understand, represent, and use bivariate data.
 Conditional Probability and the Rules of Probability
o Understand and apply basic concepts of probability.
o Use the rules of probability to compare probabilities of compound events in a uniform probability
model.
 Using Probability to Make Decisions
o Understand and use discrete probability distributions.
o Understand the normal probability distribution.
 Making Inferences and Justifying Conclusions
o Know the characteristics of well-defined studies.
o Design and conduct a statistical experiment to study a problem, then interpret and communicate
the outcomes.
o Make inferences about population parameters based on a random sample from that population.
o Understand and use confidence intervals.
o Use distributions to make inferences about a data set.

Revised April 5, 2018

Mathematical Modeling
Mathematical Modeling is a Standard for Mathematical Practice (MP4) and a Conceptual
Category. Specific modeling standards appear throughout the high school standards indicated with a
star (★). Where an entire domain is marked with a star, each standard in that domain is a modeling
standard.

Standards for Mathematical Practice

Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Exploring Data

Interpreting Categorical and Quantitative Data (S.ID)

Cluster Headings Content Standards

S.ID.A.1 Understand the term 'variable' and differentiate between the data types:
measurement, categorical, univariate, and bivariate.

S.ID.A.2 Understand histograms, parallel box plots, and scatterplots, and use them
to display and compare data.

S.ID.A.3 Summarize distributions of univariate data.

S.ID.A.4 Compute basic statistics and understand the distinction between a statistic
and a parameter.

S.ID.A.5 For univariate measurement data, be able to display the distribution and
A. Understand,
describe its shape; select and calculate summary statistics.
represent, and use
univariate data.
S.ID.A.6 Recognize how linear transformations of univariate data affect shape,
center, and spread.

S.ID.A.7 Analyze the effect of changing units on summary measures.

S.ID.A.8 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.

S.ID.A.9 Describe individual performances in terms of percentiles, z-scores, and t-

scores.

S.ID.B.10 Represent and analyze categorical data.

S.ID.B.11 Display and discuss bivariate data where at least one variable is
categorical.
B. Understand,
represent, and use S.ID.B.12 For bivariate measurement data, be able to display a scatterplot and
bivariate data. describe its shape; use technological tools to determine regression equations and
correlation coefficients.

S.ID.B.13 Identify trends in bivariate data; find functions that model the data and
that transform the data so that they can be modeled.

Revised April 5, 2018

 Probability

Conditional Probability and the Rules of Probability (S.CP)

Cluster Headings Content Standards

S.CP.A.1 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”).
A. Understand and
apply basic concepts S.CP.A.2 Use permutations and combinations to compute probabilities of
of probability. compound events and solve problems.

S.CP.A.3 Demonstrate an understanding of the Law of Large Numbers (Strong and

Weak).

B. Use the rules of S.CP.B.4 Demonstrate an understanding of the addition rule, the multiplication rule,
probability to compute conditional probability, and independence.
probabilities of
compound events in a
S.CP.B.5 Apply the general Multiplication Rule in a uniform probability model, P(A
uniform probability
and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.
model.

Probability Distributions

Using Probability to Make Decisions (S.MD)

Cluster Headings Content Standards

S.MD.A.1 Define a random variable for a quantity of interest by assigning a

numerical value to each event in a sample space; graph the corresponding
probability distribution using the same graphical displays as for data distributions.

S.MD.A.2 Calculate the expected value of a random variable; interpret it as the

A. Understand and
mean of the probability distribution.
use discrete
probability
S.MD.A.3 Design a simulation of random behavior and probability distributions (e.g.,
distributions.
drawing by lots, using a random number generator and using the results to make
fair decisions.)

S.MD.A.4 Analyze discrete random variables and their probability distributions,

including binomial and geometric.

Revised April 5, 2018

 Cluster Headings Content Standards

S.MD.A.5 Develop a probability distribution for a random variable defined for a

sample space in which theoretical probabilities can be calculated; find the expected
value. For example, find the theoretical probability distribution for the number of
correct answers obtained by guessing on all five questions of a multiple-choice test
where each question has four choices, and find the expected grade under various
grading schemes.

S.MD.A.6 Develop a probability distribution for a random variable defined for a

sample space in which probabilities are assigned empirically; find the expected
value. For example, find a current data distribution on the number of TV sets per
household in the United States, and calculate the expected number of sets per
household. How many TV sets would you expect to find in 100 randomly selected
A. Understand and
households?
use discrete
probability
S.MD.A.7 Weigh the possible outcomes of a decision by assigning probabilities to
distributions.
payoff values and finding expected values.
a. Find the expected payoff for a game of chance. For example, find the
expected winnings from a state lottery ticket or a game at a fast-food
restaurant.
b. Evaluate and compare strategies on the basis of expected values. For
example, compare a high-deductible versus a low-deductible automobile
insurance policy using various, but reasonable, chances of having a minor
or a major accident.

S.MD.A.8 Analyze decisions and strategies using probability concepts (e.g., product
testing, medical testing, pulling a hockey goalie at the end of a game).

S.MD.B.9 Calculate the mean (expected value) and standard deviation of both a
random variable and a linear transformation of a random variable.
B. Understand the
normal probability S.MD.B.10 Use the mean and standard deviation of a data set to fit it to a normal
distribution. 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.

Revised April 5, 2018

 Sampling and Experimentation

Making Inferences and Justifying Conclusions (S.IC)

Cluster Headings Content Standards

S.IC.A.1 Understand the differences among various kinds of studies and which
types of inferences can be legitimately drawn from each.

S.IC.A.2 Compare census, sample survey, experiment, and observational study.

S.IC.A.3 Describe the role of randomization in surveys and experiments.

A. Know the
S.IC.A.4 Describe the role of experimental control and its effect on confounding.
characteristics of
well-designed studies.
S.IC.A.5 Identify bias in sampling and determine ways to reduce it to improve
results.

S.IC.A.6 Describe the sampling distribution of a statistic and define the standard
error of a statistic.

S.IC.A.7 Demonstrate an understanding of the Central Limit Theorem.

S.IC.B.8 Select a method to collect data and plan and conduct surveys and
experiments.

B. Design and S.IC.B.9 Compare and use sampling methods, including simple random sampling,
conduct a statistical stratified random sampling, and cluster sampling.
experiment to study a
problem, then S.IC.B.10 Test hypotheses using appropriate statistics.
interpret and
communicate the S.IC.B.11 Analyze results and make conclusions from observational studies,
outcomes. experiments, and surveys.

S.IC.B.12 Use data from a randomized experiment to compare two treatments; use
simulations to decide if differences between parameters are significant.

C. Make inferences S.IC.C.13 Develop and evaluate inferences and predictions that are based on data.
about population
parameters based on
S.IC.C.14 Use properties of point estimators, including biased/unbiased, and
a random sample from
variability.
that population.

D. Understand and
S.IC.D.15 Understand the meaning of confidence level, of confidence intervals, and
use confidence
the properties of confidence intervals.
intervals.

Revised April 5, 2018

 Cluster Headings Content Standards

S.IC.D.16 Construct and interpret a large sample confidence interval for a proportion
and for a difference between two proportions.
D. Understand and
use confidence
intervals.
S.IC.D.17 Construct the confidence interval for a mean and for a difference between
two means.

S.IC.E.18 Apply the properties of a Chi-square distribution in appropriate situations

in order to make inferences about a data set.
E. Use distributions to
S.IC.E.19 Apply the properties of the normal distribution in appropriate situations in
make inferences
order to make inferences about a data set.
about a data set.
S.IC.E.20 Interpret the t-distribution and determine the appropriate degrees of
freedom.

Revised April 5, 2018

Applied Mathematical Concepts | AM

Applications and modeling using mathematics are the primary foci of this course.

Sample potential applications for topics are listed below:

Counting, Combinatorics, and Probability

 Counting hands of cards, code words, license plates, phone numbers, make-up of committees, etc.
 Probabilities associated with games (such as using games from The Price is Right)

Financial Math
 Amortization and loans (copayments, credit cards, loans, etc.)
 Compound interest; comparing payments, interest rates, length of loan period, investments, etc.
 Computing taxes
 Computing paychecks (deductions, social security payments, etc.)
 Comparing insurance plans (term vs. whole life)
 Annuities

Linear Programming
 Maximizing capacity while minimizing costs

Applied Mathematical Concepts includes the following domains and clusters:

 Financial Mathematics
o Use financial mathematics to solve problems.
o Use financial mathematics to make decisions.
o Determine appropriate models to solve contextual problems.
 Linear Programming
o Use linear programming techniques to solve real-world problems.
o Solve real-world optimization problems.
 Logic and Boolean Algebra
o Use logic and Boolean Algebra in real-world situations.
o Apply Boolean Algebra to real-world network problems.
 Problem Solving
o Apply problem solving techniques to real-world problems.
 Investigate Logic
o Use logic to make arguments and solve problems.
o Determine the validity of arguments.
 Organize and Interpret Data
o Analyze data from multiple viewpoints and perspectives.
 Counting and Combinatorial Reasoning
o Apply probability and counting principles to real-world situations.
o Use combinatorial reasoning to solve real-world problems.
 Normal Probability Distribution
o Work with the normal distribution in real-world situations.
 Understand and Use Confidence Intervals
o Work with confidence intervals in real-world situations.

Revised April 5, 2018

Mathematical Modeling
Mathematical Modeling is a Standard for Mathematical Practice (MP4) and a Conceptual
Category. Specific modeling standards appear throughout the high school standards indicated with a
star (★). Where an entire domain is marked with a star, each standard in that domain is a modeling
standard.

Standards for Mathematical Practice

Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Number and Quantity

Financial Mathematics (N.NQ)

Cluster Headings Content Standards

AM.N.NQ.A.1 Define interest, compound interest, annuities, sinking funds,

amortizations, annuities, future value, and present value.

A. Use financial AM.N.NQ.A.2 Recognize the importance of applying a financial model to business.
mathematics to solve
problems. AM.N.NQ.A.3 Determine future value and present value of an annuity.

AM.N.NQ.A.4 Determine the amortization schedule for an annuity and a home

mortgage.

AM.N.NQ.B.5 Apply financial mathematics to depreciation schedules.

AM.N.NQ.B.6 Solve contextual problems involving financial decision-making.

B. Use financial
mathematics to make AM.N.NQ.B.7 Apply arithmetic and geometric sequences to simple and compound
decisions. interest, annuities, loans, and amortization.

AM.N.NQ.B.8 Solve problems in mathematics of finance involving compound

interest using exponential and logarithmic techniques.

C. Determine AM.N.NQ.C.9 Know when to use transcendental functions to accomplish various

appropriate models to application purposes such as predicting population growth.
solve contextual
AM.N.NQ.C.10 Use orders of magnitude estimates for determining an appropriate
problems. model for a contextual situation.

Algebra

Linear Programming (A.LP)

Cluster Headings Content Standards

AM.A.LP.A.1 Use mathematical models involving equations and systems of

A. Use linear equations to represent, interpret, and analyze quantitative relationships, change in
programming various contexts, and other real-world phenomena.
techniques to solve
real-world problems. AM.A.LP.A.2 Read, interpret, and solve linear programming problems graphically
and by computational methods.

Revised April 5, 2018

 Cluster Headings Content Standards

AM.A.LP.B.3 Use linear programming to solve optimization problems.

B. Solve real-world
optimization
AM.A.LP.B.4 Interpret the meaning of the maximum or minimum value in terms of
problems.
the objective function.

Logic and Boolean Algebra (A.LB)

Cluster Headings Content Standards

AM.A.LB.A.1 Develop the symbols and properties of Boolean algebra; connect

A. Use logic and
Boolean algebra to standard logic.
Boolean Algebra in
real-world situations.
AM.A.LB.A.2 Construct truth tables to determine the validity of an argument.

AM.A.LB.B.3 Analyze basic electrical networks; compare the networks to Boolean

B. Apply Boolean Algebra configurations.
Algebra to real-world
network problems. AM.A.LB.B.4 Develop electrical networks and translate them into Boolean Algebra
equations.

Problem Solving (A.PS)

Cluster Headings Content Standards

AM.A.PS.A.1 Apply problem solving strategies to real-world situations. Strategies

A. Apply problem
include, but are not limited to: making orderly lists or tables, drawing diagrams,
solving techniques to
considering simpler problems, looking for patterns, working backwards, guess and
real-world situations.
check, using logical reasoning, etc.

Geometry and Measurement

Investigate Logic (G.L)

Cluster Headings Content Standards

AM.G.L.A.1 Define the order of operations for the logical operators.

A. Use logic to make
arguments and solve AM.G.L.A.2 Define conjunction, disjunction, negation, conditional, and
biconditional.
problems.
AM.G.L.A.3 Solve a variety of logic puzzles.

Revised April 5, 2018

 Cluster Headings Content Standards

A. Use logic to make

arguments and solve AM.G.L.A.4 Construct and use a truth table to draw conclusions about a statement.
problems.

AM.G.L.B.5 Apply the laws of logic to judge the validity of arguments.

B. Determine the AM.G.L.B.6 Give counterexamples to disprove statements.

validity of arguments.
AM.G.L.B.7 Analyze arguments with quantifiers through the use of Venn diagrams.

AM.G.L.B.8 Represent logical statements with networks.

Data Analysis, Statistics, and Probability

Organize and Interpret Data (D.ID)

Cluster Headings Content Standards

AM.D.ID.A.1 Organize data for problem solving.

AM.D.ID.A.2 Use a variety of counting methods to organize information, determine

probabilities, and solve problems.

AM.D.ID.A.3 Translate from one representation of data to another, e.g., a bar graph
to a circle graph.

A. Analyze data from AM.D.ID.A.4 Calculate and interpret statistical problems using measures of central
multiple viewpoints tendency and graphs.
and perspectives.
AM.D.ID.A.5 Calculate expected value, e.g., to determine the fair price of an
investment.

AM.D.ID.A.6 Analyze survey data using Venn diagrams.

AM.D.ID.A.7 Evaluate and compare two investments or strategies, where one

investment or strategy is safer but has lower expected value. Include large and
small investments and situations with serious consequences.

Revised April 5, 2018

 Counting and Combinatorial Reasoning (D.CR)

Cluster Headings Content Standards

AM.D.CR.A.1 Use permutations, combinations, and the multiplication principle to

solve counting problems.

AM.D.CR.A.2 Design and interpret simple experiments using tree-diagrams,

permutations, and combinations.
A. Apply probability
and counting AM.D.CR.A.3 Apply counting principles to probabilistic situations involving equally
principles to real- likely outcomes.
world situations.
AM.D.CR.A.4 Solve counting problems by using Venn diagrams and show
relationships modeled by the Venn diagram.

AM.D.CR.A.5 Use permutations and combinations to compute probabilities of

compound events and solve problems.

AM.D.CR.B.6 Apply the Law of Large numbers to contextual situations.

AM.D.CR.B.7 Discuss the various examples and consequences of innumeracy;

consider poor estimation, improper experimental design, inappropriate
comparisons, and scientific notation comparisons.

AM.D.CR.B.8 Weigh the possible outcomes of a decision by assigning probabilities

to payoff values and finding expected values.
a. Find the expected payoff for a game of chance. For example, find the
B. Use combinatorial expected winnings from a state lottery ticket or a game at a fast-food
reasoning to solve restaurant.
real-world problems.
b. Evaluate and compare strategies on the basis of expected values. For
example, compare a high-deductible versus a low-deductible automobile
insurance policy using various, but reasonable, chances of having a minor
or a major accident.

AM.D.CR.B.9 Use probabilities to make fair decisions (e.g., drawing by lots, using a
random number generator).

AM.D.CR.B.10 Analyze decisions and strategies using probability concepts (e.g.,

product testing, medical testing, pulling a hockey goalie at the end of a game).

Normal Probability Distribution (D.ND)

Cluster Headings Content Standards

A. Work with the

AM.D.ND.A.1 Calculate the mean (expected value) and standard deviation of both
normal distribution in
a random variable and a linear transformation of a random variable.
real-world situations.

Revised April 5, 2018

 Cluster Headings Content Standards

AM.D.ND.A.2 Use the mean and standard deviation of a data set to fit it to a normal
A. Work with the
distribution and to estimate population percentages. Recognize that there are data
normal distribution in
sets for which such a procedure is not appropriate. Use calculators, spreadsheets,
real-world situations.
and tables to estimate areas under the normal curve.

Understand and Use Confidence Intervals (D.CI)

Cluster Headings Content Standards

AM.D.CI.A.1 Understand the meaning of confidence level, of confidence intervals,

and the properties of confidence intervals.
A. Work with
confidence intervals AM.D.CI.A.2 Construct and interpret a large sample confidence interval for a
in real-world proportion and for a difference between two proportions.
situations.
AM.D.CI.A.3 Construct the confidence interval for a mean and for a difference
between two means.

Revised April 5, 2018

Calculus | C

Calculus is designed for students interested in STEM-based careers and builds on the concepts
studied in precalculus. The study of calculus on the high school level includes a study of limits,
derivatives, and an introduction to integrals.

Calculus includes the following domains and clusters:

 Limits of Functions
o Understand the concept of the limit of a function.
 Behavior of Functions
o Describe the asymptotic and unbounded behavior of functions.
 Continuity
o Develop an understanding of continuity as a property of functions.
 Understand the Concept of the Derivative
o Demonstrate an understanding of the derivative.
o Understand the derivative at a point.
 Computing and Applying Derivatives
o Apply differentiation techniques.
o Use first and second derivatives to analyze a function.
o Apply derivatives to solve problems.
 Understanding Integrals
o Demonstrate understanding of a definite integral.
o Understand and apply the Fundamental Theorem of Calculus.
 Calculate and Apply Integrals
o Apply techniques of antidifferentiation.
o Apply integrals to solve problems.

Revised April 5, 2018

Mathematical Modeling
Mathematical Modeling is a Standard for Mathematical Practice (MP4) and a Conceptual
Category. Specific modeling standards appear throughout the high school standards indicated with a
star (★). Where an entire domain is marked with a star, each standard in that domain is a modeling
standard.

Standards for Mathematical Practice

Being successful in mathematics requires the development of approaches, practices, and
habits of mind that need to be in place as one strives to develop mathematical fluency, procedural
skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address
these areas of expertise that teachers should seek to develop in their students. These approaches,
practices, and habits of mind can be summarized as “processes and proficiencies” that successful
mathematicians have as a part of their work in mathematics. Additional explanations are included in
the main introduction of these standards.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Literacy Standards for Mathematics

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and
listening, and writing. Mathematically proficient students communicate using precise terminology and
multiple representations including graphs, tables, charts, and diagrams. By describing and
contextualizing mathematics, students create arguments and support conclusions. They evaluate and
critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically
proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are
included in the main introduction.

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.
3. Discuss and articulate mathematical ideas.
4. Write mathematical arguments.

Revised April 5, 2018

 Functions, Graphs, and Limits
Limits of Functions (F.LF)

Cluster Headings Content Standards

C.F.LF.A.1 Calculate limits (including limits at infinity) using algebra.

C.F.LF.A.2 Estimate limits of functions (including one-sided limits) from graphs or

A. Understand the
tables of data. Apply the definition of a limit to a variety of functions, including piece-
concept of the limit of
wise functions.
a function.
C.F.LF.A.3 Draw a sketch that illustrates the definition of the limit; develop multiple
real-world scenarios that illustrate the definition of the limit.

Behavior of Functions (F.BF)

Cluster Headings Content Standards

C.F.BF.A.1 Describe asymptotic behavior (analytically and graphically) in terms of

A. Describe the
infinite limits and limits at infinity.
asymptotic and
unbounded behavior
C.F.BF.A.2 Discuss the various types of end behavior of functions; identify
of functions.
prototypical functions for each type of end behavior.

Continuity (F.C)

Cluster Headings Content Standards

C.F.C.A.1 Define continuity at a point using limits; define continuous functions.

C.F.C.A.2 Determine whether a given function is continuous at a specific point.

A. Develop an
understanding of
C.F.C.A.3 Determine and define different types of discontinuity (point, jump, infinite)
continuity as a
in terms of limits.
property of functions
C.F.C.A.4 Apply the Intermediate Value Theorem and Extreme Value Theorem to
continuous functions.

Revised April 5, 2018

 Derivatives

Understand the Concept of the Derivative (D.CD)

Cluster Headings Content Standards

C.D.CD.A.1 Represent and interpret the derivative of a function graphically,

numerically, and analytically.

A. Demonstrate an C.D.CD.A.2 Interpret the derivative as an instantaneous rate of change.

understanding of the
derivative. C.D.CD.A.3 Define the derivative as the limit of the difference quotient; illustrate
with the sketch of a graph.

C.D.CD.A.4 Demonstrate the relationship between differentiability and continuity.

C.D.CD.B.5 Interpret the derivative as the slope of a curve (which could be a line) at
a point, including points at which there are vertical tangents and points at which
there are no tangents (i.e., where a function is not locally linear).

C.D.CD.B.6 Approximate both the instantaneous rate of change and the average
rate of change given a graph or table of values.
B. Understand the
derivative at a point.
C.D.CD.B.7 Write the equation of the line tangent to a curve at a given point.

C.D.CD.B.8 Apply the Mean Value Theorem.

C.D.CD.B.9 Understand Rolle’s Theorem as a special case of the Mean Value

Theorem.

Computing and Applying Derivatives (D.AD)

Cluster Headings Content Standards

C.D.AD.A.1 Describe in detail how the basic derivative rules are used to
differentiate a function; discuss the difference between using the limit definition of
the derivative and using the derivative rules.

A. Apply C.D.AD.A.2 Calculate the derivative of basic functions (power, exponential,

differentiation logarithmic, and trigonometric).
techniques.
C.D.AD.A.3 Calculate the derivatives of sums, products, and quotients of basic
functions.

C.D.AD.A.4 Apply the chain rule to find the derivative of a composite function.

Revised April 5, 2018

 Cluster Headings Content Standards

C.D.AD.A.5 Implicitly differentiate an equation in two or more variables.

A. Apply
differentiation
C.D.AD.A.6 Use implicit differentiation to find the derivative of the inverse of a
techniques.
function.

C.D.AD.B.7 Relate the increasing and decreasing behavior of f to the sign of f’ both
analytically and graphically.

C.D.AD.B.8 Use the first derivative to find extrema (local and global).

C.D.AD.B.9 Analytically locate the intervals on which a function is increasing,

decreasing, or neither.

C.D.AD.B.10 Relate the concavity of f to the sign of f” both analytically and

B. Use first and graphically.
second derivatives to
analyze a function. C.D.AD.B.11 Use the second derivative to find points of inflection as points where
concavity changes.

C.D.AD.B.12 Analytically locate intervals on which a function is concave up,

concave down, or neither.

C.D.AD.B.13 Relate corresponding characteristics of the graphs of f, f’, and f”.

C.D.AD.B.14 Translate verbal descriptions into equations involving derivatives and

vice versa.

C.D.AD.C.15 Model rates of change, including related rates problems. In each

case, include a discussion of units.

C.D.AD.C.16 Solve optimization problems to find a desired maximum or minimum

value.
C. Apply derivatives
to solve problems.
C.D.AD.C.17 Use differentiation to solve problems involving velocity, speed, and
acceleration.

C.D.AD.C.18 Use tangent lines to approximate function values and changes in

function values when inputs change (linearization).

Revised April 5, 2018

 Integrals

Understanding Integrals (I.UI)

Cluster Headings Content Standards

C.I.UI.A.1 Define the definite integral as the limit of Riemann sums and as the net
accumulation of change.

A. Demonstrate C.I.UI.A.2 Correctly write a Riemann sum that represents the definition of a definite
understanding of a integral.
definite integral.
C.I.UI.A.3 Use Riemann sums (left, right, and midpoint evaluation points) and
trapezoid sums to approximate definite integrals of functions represented
graphically, numerically, and by tables of values.

C.I.UI.B.4 Recognize differentiation and antidifferentiation as inverse operations.

C.I.UI.B.5 Evaluate definite integrals using the Fundamental Theorem of Calculus.

B. Understand and
apply the C.I.UI.B.6 Use the Fundamental Theorem of Calculus to represent a particular
Fundamental antiderivative of a function and to understand when the antiderivative so
Theorem of Calculus. represented is continuous and differentiable.

C.I.UI.B.7 Apply basic properties of definite integrals (e.g. additive, constant

multiple, translations).

Calculate and Apply Integrals (I.AI)

Cluster Headings Content Standards

C.I.AI.A.1 Develop facility with finding antiderivatives that follow directly from
derivatives of basic functions (power, exponential, logarithmic, and trigonometric).
A. Apply techniques
C.I.AI.A.2 Use substitution of variables to calculate antiderivatives (including
of antidifferentiation.
changing limits for definite integrals).

C.I.AI.A.3 Find specific antiderivatives using initial conditions.

Revised April 5, 2018

 Cluster Headings Content Standards

C.I.AI.B.4 Use a definite integral to find the area of a region.

C.I.AI.B.5 Use a definite integral to find the volume of a solid formed by rotating a
B. Apply integrals to
region around a given axis.
solve problems.
C.I.AI.B.6 Use integrals to solve a variety of problems (e.g., distance traveled by a
particle along a line, exponential growth/decay).

Revised April 5, 2018