Cluster: Understand solving equations as a process of reasoning and explain the reasoning

Standard: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

Degree of Alignment: Not Rated (0 users)

Cluster: Solve equations and inequalities in one variable

Standard: Solve quadratic equations in one variable.

Degree of Alignment: Not Rated (0 users)

Cluster: Solve equations and inequalities in one variable

Standard: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Degree of Alignment: Not Rated (0 users)

Cluster: Solve systems of equations

Standard: Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

Degree of Alignment: Not Rated (0 users)

Cluster: Solve systems of equations

Standard: Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x^2 + y^2 = 3.

Degree of Alignment: Not Rated (0 users)

Cluster: Solve systems of equations

Standard: Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

Degree of Alignment: Not Rated (0 users)

Cluster: Solve systems of equations

Standard: (+) Represent a system of linear equations as a single matrix equation in a vector variable.

Degree of Alignment: Not Rated (0 users)

Cluster: Solve systems of equations

Standard: (+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).

Degree of Alignment: Not Rated (0 users)

Cluster: Solve equations and inequalities in one variable

Standard: Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)^2 = q that has the same solutions. Derive the quadratic formula from this form.

Degree of Alignment: Not Rated (0 users)

Cluster: Solve equations and inequalities in one variable

Standard: Solve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

Degree of Alignment: Not Rated (0 users)

Cluster: Represent and solve equations and inequalities graphically

Standard: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.*

Degree of Alignment: Not Rated (0 users)

Cluster: Represent and solve equations and inequalities graphically

Standard: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

Degree of Alignment: Not Rated (0 users)

Cluster: Represent and solve equations and inequalities graphically

Standard: Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

Degree of Alignment: Not Rated (0 users)

Cluster: Mathematical practices

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Mathematical practices

Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students 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.

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: 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Create equations that describe numbers or relationship

Standard: Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.*

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: Create equations that describe numbers or relationship

Standard: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.*

Degree of Alignment: Not Rated (0 users)

Cluster: Create equations that describe numbers or relationship

Standard: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve equations and inequalities in one variable

Indicator: Solve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ĺ± bi for real numbers a and b.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve equations and inequalities in one variable

Indicator: Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)^2 = q that has the same solutions. Derive the quadratic formula from this form.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Understand solving equations as a process of reasoning and explain the reasoning

Indicator: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve systems of equations

Indicator: (+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 x 3 or greater).

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Understand solving equations as a process of reasoning and explain the reasoning

Indicator: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Represent and solve equations and inequalities graphically

Indicator: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve equations and inequalities in one variable

Indicator: Solve quadratic equations in one variable.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve systems of equations

Indicator: (+) Represent a system of linear equations as a single matrix equation in a vector variable.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve equations and inequalities in one variable

Indicator: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve systems of equations

Indicator: Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = -3x and the circle x^2 + y^2 = 3.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve systems of equations

Indicator: Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve systems of equations

Indicator: Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Creating Equations

Standard: Create equations that describe numbers or relationship

Indicator: Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Creating Equations

Standard: Create equations that describe numbers or relationship

Indicator: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.*

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: Algebra: Creating Equations

Standard: Create equations that describe numbers or relationship

Indicator: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm's law V = IR to highlight resistance R.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Represent and solve equations and inequalities graphically

Indicator: Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Represent and solve equations and inequalities graphically

Indicator: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto 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"Óand 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: 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"Óif there is a flaw in an argument"Óexplain 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.

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)