Cluster: Use properties of rational and irrational numbers

Standard: Explain why the sum or product of rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.

Degree of Alignment: Not Rated (0 users)

Cluster: Mathematical practices

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Mathematical practices

Standard: 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 will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x^2 + 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Explain volume formulas and use them to solve problems

Standard: (+) Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.

Degree of Alignment: Not Rated (0 users)

Cluster: Explain volume formulas and use them to solve problems

Standard: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.*

Degree of Alignment: Not Rated (0 users)

Cluster: Create equations that describe numbers or relationship

Standard: Create equations that describe numbers or relationship. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.*

Degree of Alignment: Not Rated (0 users)

Cluster: Explain volume formulas and use them to solve problems

Standard: Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.

Degree of Alignment: Not Rated (0 users)

Cluster: Extend the properties of exponents to rational exponents

Standard: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^(1/3) to be the cube root of 5 because we want [5^(1/3)]^3 = 5^[(1/3) x 3] to hold, so [5^(1/3)]^3 must equal 5.

Degree of Alignment: Not Rated (0 users)

Cluster: Translate between the geometric description and the equation for a conic section

Standard: Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.

Degree of Alignment: Not Rated (0 users)

Cluster:

Standard: Rewrite expressions involving radicals and rational exponents using the properties of exponents.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Geometry: Geometric Measurement and Dimension

Standard: Visualize relationships between two-dimensional and three-dimensional objects

Indicator: Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Number and Quantity: The Real Number System

Standard:

Indicator: Rewrite expressions involving radicals and rational exponents using the properties of exponents.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Number and Quantity: The Real Number System

Standard: Extend the properties of exponents to rational exponents

Indicator: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^(1/3) to be the cube root of 5 because we want [5^(1/3)]^3 = 5^[(1/3) x 3] to hold, so [5^(1/3)]^3 must equal 5.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Creating Equations

Standard: Create equations that describe numbers or relationship

Indicator: Create equations that describe numbers or relationship. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Geometry: Expressing Geometric Properties with Equations

Standard: Translate between the geometric description and the equation for a conic section

Indicator: Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: 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 will see 7 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property. In the expression x^2 + 9x + 14, older students can see the 14 as 2 x 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Geometry: Geometric Measurement and Dimension

Standard: Explain volume formulas and use them to solve problems

Indicator: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Geometry: Geometric Measurement and Dimension

Standard: Explain volume formulas and use them to solve problems

Indicator: (+) Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Geometry: Geometric Measurement and Dimension

Standard: Explain volume formulas and use them to solve problems

Indicator: Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle, and informal limit arguments.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Number and Quantity: The Real Number System

Standard: Use properties of rational and irrational numbers

Indicator: Explain why the sum or product of rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: 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?"ť They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Degree of Alignment: Not Rated (0 users)