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: Interpret the structure of expressions.

Standard: Use the structure of an expression to identify ways to rewrite it. For example, see x^4 – y^4 as (x^2)^2 – (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 – y^2)(x^2 + y^2).

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: 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: Write expressions in equivalent forms to solve problems

Standard: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

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: Interpret the structure of expressions.

Standard: Interpret expressions that represent a quantity in terms of its context.*

Degree of Alignment: Not Rated (0 users)

Cluster: Interpret the structure of expressions.

Standard: Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)^n as the product of P and a factor not depending on P.*

Degree of Alignment: Not Rated (0 users)

Cluster: Interpret the structure of expressions.

Standard: Interpret parts of an expression, such as terms, factors, and coefficients.*

Degree of Alignment: Not Rated (0 users)

Cluster: Write expressions in equivalent forms to solve problems

Standard: Use the properties of an expression to identify ways to rewrite it. For example, see x4 - y4 as (x2)2 - (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 - y2)(x2 + y2).

Degree of Alignment: Not Rated (0 users)

Cluster: Use polynomial identities to solve problems

Standard: Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x^2 + y^2)^2 = (x^2 – y^2)^2 + (2xy)^2 can be used to generate Pythagorean triples.

Degree of Alignment: Not Rated (0 users)

Cluster: Write expressions in equivalent forms to solve problems

Standard: Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.

Degree of Alignment: Not Rated (0 users)

Cluster: Write expressions in equivalent forms to solve problems

Standard: Factor a quadratic expression to reveal the zeros of the function it defines.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Interpret the structure of expressions.

Indicator: Use the structure of an expression to identify ways to rewrite it. For example, see x^4 - y^4 as (x^2)^2 - (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 - y^2)(x^2 + y^2).

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: Seeing Structure in Expressions

Standard: Interpret the structure of expressions.

Indicator: Interpret expressions that represent a quantity in terms of its context.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Write expressions in equivalent forms to solve problems

Indicator: Use the properties of an expression to identify ways to rewrite it. For example, see x4 - y4 as (x2)2 - (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 - y2)(x2 + y2).

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Write expressions in equivalent forms to solve problems

Indicator: Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Write expressions in equivalent forms to solve problems

Indicator: Factor a quadratic expression to reveal the zeros of the function it defines.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Interpret the structure of expressions.

Indicator: Interpret parts of an expression, such as terms, factors, and coefficients.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Interpret the structure of expressions.

Indicator: Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)^n as the product of P and a factor not depending on P.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Arithmetic with Polynomials and Rational Functions

Standard: Use polynomial identities to solve problems

Indicator: Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x^2 + y^2)^2 = (x^2 - y^2)^2 + (2xy)^2 can be used to generate Pythagorean triples.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Write expressions in equivalent forms to solve problems

Indicator: Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Write expressions in equivalent forms to solve problems

Indicator: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

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: 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: 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: 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)