Arizona Mathematics Standards — Grade 10

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10.A1.A-APR.A

Perform arithmetic operations on polynomials.

10.A1.A-APR.A.1

Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

10.A1.A-APR.B

Understand the relationship between zeros and factors of polynomials.

10.A1.A-APR.B.3

Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. Focus on quadratic and cubic polynomials in which linear and quadratic factors are available.

10.A1.A-CED.A

Create equations that describe numbers or relationships.

10.A1.A-CED.A.1

Create equations and inequalities in one variable and use them to solve problems. Include problem-solving opportunities utilizing real-world context. Focus on equations and inequalities that are linear, quadratic, or exponential.

10.A1.A-CED.A.2

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

10.A1.A-CED.A.3

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.

10.A1.A-CED.A.4

Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohms law V = IR to highlight resistance R.

10.A1.A-REI.A

Understand solving equations as a process of reasoning and explain the reasoning.

10.A1.A-REI.A.1

Explain each step in solving linear and quadratic equations 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.

10.A1.A-REI.B

Solve equations and inequalities in one variable.

10.A1.A-REI.B.3

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

10.A1.A-REI.B.4

Solve quadratic equations in one variable.

10.A1.A-REI.B.4.a

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

10.A1.A-REI.B.4.b

Solve quadratic equations by inspection (e.g., x^2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Focus on solutions for quadratic equations that have real roots. Include cases that recognize when a quadratic equation has no real solutions.

10.A1.A-REI.C

Solve systems of equations.

10.A1.A-REI.C.5

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.

10.A1.A-REI.C.6

Solve systems of linear equations exactly and approximately, focusing on pairs of linear equations in two variables. Include problem solving opportunities utilizing real-world context.

10.A1.A-REI.D

Represent and solve equations and inequalities graphically.

10.A1.A-REI.D.10

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.

10.A1.A-REI.D.11

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). Focus on cases where f(x) and/or g(x) are linear, absolute value, quadratic, and exponential functions.

10.A1.A-REI.D.12

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.

10.A1.A-SSE.A

Interpret the structure of expressions.

10.A1.A-SSE.A.1

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

10.A1.A-SSE.A.1.a

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

10.A1.A-SSE.A.1.b

Interpret expressions by viewing one or more of their parts as a single entity.

10.A1.A-SSE.A.2

Use structure to identify ways to rewrite numerical and polynomial expressions. Focus on polynomial multiplication and factoring patterns.

10.A1.A-SSE.B

Write expressions in equivalent forms to solve problems.

10.A1.A-SSE.B.3

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

10.A1.A-SSE.B.3.a

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

10.A1.A-SSE.B.3.b

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

10.A1.F-BF.A

Build a function that models a relationship between two quantities.

10.A1.F-BF.A.1

Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from real-world context. Focus on linear, absolute value, quadratic, exponential, and piecewise-defined functions (limited to the aforementioned functions).

10.A1.F-BF.B

Build new functions from existing functions.

10.A1.F-BF.B.3

Identify 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); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph. Focus on linear, absolute value, quadratic, exponential and piecewise-defined functions (limited to the aforementioned functions).

10.A1.F-IF.A

Understand the concept of a function and use function notation.

10.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 exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

10.A1.F-IF.A.2

Evaluate a function for inputs in the domain, and interpret statements that use function notation in terms of a context.

10.A1.F-IF.A.3

Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.

10.A1.F-IF.B

Interpret functions that arise in applications in terms of the context.

10.A1.F-IF.B.4

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Include problem-solving opportunities utilizing real-world context. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums. Focus on linear, absolute value, quadratic, exponential and piecewise-defined functions (limited to the aforementioned functions).

10.A1.F-IF.B.5

Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.

10.A1.F-IF.B.6

Calculate and interpret the average rate of change of a continuous function (presented symbolically or as a table) on a closed interval. Estimate the rate of change from a graph. Include problem-solving opportunities utilizing real-world context. Focus on linear, absolute value, quadratic, and exponential functions.

10.A1.F-IF.C

Analyze functions using different representations.

10.A1.F-IF.C.7

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include linear, exponential, quadratic, and piecewise-defined functions (limited to the aforementioned functions).

10.A1.F-IF.C.8

Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

10.A1.F-IF.C.8.a

Use the process of factoring and completing the square of a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

10.A1.F-IF.C.9

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). Focus on linear, absolute value, quadratic, exponential and piecewise-defined functions (limited to the aforementioned functions).

10.A1.F-LE.A

Construct and compare linear, quadratic, and exponential models and solve problems.

10.A1.F-LE.A.1

Distinguish between situations that can be modeled with linear functions and with exponential functions.

10.A1.F-LE.A.1.a

Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

10.A1.F-LE.A.1.b

Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.

10.A1.F-LE.A.1.c

Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

10.A1.F-LE.A.2

Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or input/output pairs.

10.A1.F-LE.A.3

Observe, using graphs and tables, that a quantity increasing exponentially eventually exceeds a quantity increasing linearly or quadratically.

10.A1.F-LE.B

Interpret expressions for functions in terms of the situation they model.

10.A1.F-LE.B.5

Interpret the parameters in a linear or exponential function with integer exponents utilizing real world context.

10.A1.N-Q.A

Reason quantitatively and use units to solve problems.

10.A1.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, include utilizing real-world context.

10.A1.N-Q.A.2

Define appropriate quantities for the purpose of descriptive modeling. Include problem-solving opportunities utilizing real-world context.

10.A1.N-Q.A.3

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities utilizing real-world context.

10.A1.N-RN.B

Use properties of rational and irrational numbers.

10.A1.N-RN.B.3

Explain why the sum or product of two 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.

10.A1.S-CP.A

Understand independence and conditional probability and use them to interpret data.

10.A1.S-CP.A.1

Describe events as subsets of a sample space using characteristics of the outcomes, or as unions, intersections, or complements of other events.

10.A1.S-CP.A.2

Use the Multiplication Rule for independent events to understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.

10.A1.S-ID.A

Summarize, represent, and interpret data on a single count or measurement variable.

10.A1.S-ID.A.1

Represent real-value data with plots for the purpose of comparing two or more data sets.

10.A1.S-ID.A.2

Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

10.A1.S-ID.A.3

Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of outliers if present.

10.A1.S-ID.B

Summarize, represent, and interpret data on two categorical and quantitative variables.

10.A1.S-ID.B.5

Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data, including joint, marginal, and conditional relative frequencies. Recognize possible associations and trends in the data.

10.A1.S-ID.B.6

Represent data on two quantitative variables on a scatter plot, and describe how the quantities are related.

10.A1.S-ID.B.6.a

Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Focus on linear models.

10.A1.S-ID.B.6.b

Informally assess the fit of a function by plotting and analyzing residuals.

10.A1.S-ID.C

Interpret linear models.

10.A1.S-ID.C.7

Interpret the slope as a rate of change and the constant term of a linear model in the context of the data.

10.A1.S-ID.C.8

Compute and interpret the correlation coefficient of a linear relationship.

10.A1.S-ID.C.9

Distinguish between correlation and causation.

10.A2-A-SSE.B

Write expressions in equivalent forms to solve problems.

10.A2.A-APR.B

Understand the relationship between zeros and factors of polynomials.

10.A2.A-APR.B.2

Know and apply the Remainder and Factor Theorem: For a polynomial p(x) and a number a, the remainder on division by (x a) is p(a), so p(a) = 0 if and only if (x a) is a factor of p(x).

10.A2.A-APR.B.3

Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. Focus on quadratic, cubic, and quartic polynomials including polynomials for which factors are not provided.

10.A2.A-APR.C

Use polynomial identities to solve problems.

10.A2.A-APR.C.4

Prove polynomial identities and use them to describe numerical relationships.

10.A2.A-APR.D

Rewrite rational expressions.

10.A2.A-APR.D.6

Rewrite rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or for the more complicated examples, a computer algebra system.

10.A2.A-CED.A

Create equations that describe numbers or relationships.

10.A2.A-CED.A.1

Create equations and inequalities in one variable and use them to solve problems. Include problem-solving opportunities utilizing real-world context. Focus on equations and inequalities arising from linear, quadratic, rational, and exponential functions.

10.A2.A-REI.A

Understand solving equations as a process of reasoning and explain the reasoning.

10.A2.A-REI.A.1

Explain each step in solving an 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. Extend from quadratic equations to rational and radical equations.

10.A2.A-REI.A.2

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

10.A2.A-REI.B

Solve equations and inequalities in one variable.

10.A2.A-REI.B.4

Fluently solve quadratic equations in one variable. 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.

10.A2.A-REI.C

Solve systems of equations.

10.A2.A-REI.C.7

Solve a 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.

10.A2.A-REI.D

Represent and solve equations and inequalities graphically.

10.A2.A-REI.D.11

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 problems in real-world context. Extend from linear, quadratic, and exponential functions to cases where f(x) and/or g(x) are polynomial, rational, exponential, and logarithmic functions.

10.A2.A-SSE.A

Interpret the structure of expressions.

10.A2.A-SSE.A.2

Use structure to identify ways to rewrite polynomial and rational expressions. Focus on polynomial operations and factoring patterns.

10.A2.A-SSE.B.3

Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Include problem-solving opportunities utilizing real-world context and focus on expressions with rational exponents.

10.A2.A-SSE.B.3.c

Use the properties of exponents to transform expressions for exponential functions.

10.A2.A-SSE.B.4

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, use the quadratic formula to solve problems such as calculating mortgage payments on a fixed rate mortgage.

10.A2.F-BF.A

Build a function that models a relationship between two quantities.

10.A2.F-BF.A.1

Write a function that describes a relationship between two quantities. Extend from linear, quadratic and exponential functions to include polynomial, radical, logarithmic, rational, sine, cosine, exponential, and piecewise-defined functions. Include problem-solving opportunities utilizing real-world context.

10.A2.F-BF.A.1.a

Determine an explicit expression, a recursive process, or steps for calculation from a context.

10.A2.F-BF.A.1.b

Combine function types using arithmetic operations and function composition.

10.A2.F-BF.A.2

Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.

10.A2.F-BF.B

Build new functions from existing functions.

10.A2.F-BF.B.3

Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Extend from linear, quadratic and exponential functions to include polynomial, radical, logarithmic, rational, sine, cosine, and exponential functions, and piecewise-defined functions.

10.A2.F-BF.B.4

Find inverse functions.

10.A2.F-BF.B.4.a

Understand that an inverse function can be obtained by expressing the dependent variable of one function as the independent variable of another, recognizing that functions f and g are inverse functions if and only if f(x) = y and g(y) = x for all values of x in the domain of f and all values of y in the domain of g.

10.A2.F-BF.B.4.b

Understand that if a function contains a point (a,b), then the graph of the inverse relation of the function contains the point (b,a).

10.A2.F-BF.B.4.c

Interpret the meaning of and relationship between a function and its inverse utilizing real-world context.

10.A2.F-IF.B

Interpret functions that arise in applications in terms of the context.

10.A2.F-IF.B.4

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Include problem-solving opportunities utilizing a real-world context. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Extend from linear, quadratic and exponential to include polynomial, radical, logarithmic, rational, sine, cosine, tangent, exponential, and piecewise-defined functions.

10.A2.F-IF.B.6

Calculate and interpret the average rate of change of a continuous function (presented symbolically or as a table) on a closed interval. Estimate the rate of change from a graph. Include problem-solving opportunities utilizing real-world context. Extend from linear, quadratic and exponential functions to include polynomial, radical, logarithmic, rational, sine, cosine, tangent, exponential, and piecewise-defined functions.

10.A2.F-IF.C

Analyze functions using different representations.

10.A2.F-IF.C.7

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Extend from linear, quadratic and exponential functions to include square root, cube root, polynomial, exponential, logarithmic, sine, cosine, tangent and piecewise-defined functions.

10.A2.F-IF.C.8

Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. b. Use the properties of exponents to interpret expressions for exponential functions and classify those functions as exponential growth or decay.

10.A2.F-IF.C.9

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.). Extend from linear, quadratic and exponential functions to include polynomial, radical, logarithmic, rational, trigonometric, exponential, and piecewise-defined functions.

10.A2.F-LE.A

Construct and compare linear, quadratic, and exponential models and solve problems.

10.A2.F-LE.A.4

For exponential models, express as a logarithm the solution to ab^ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithms that are not readily found by hand or observation using technology.

10.A2.F-LE.B

Interpret expressions for functions in terms of the situation they model.

10.A2.F-LE.B.5

Interpret the parameters in an exponential function with rational exponents utilizing real-world context.

10.A2.F-TF.A

Extend the domain of trigonometric functions using the unit circle.

10.A2.F-TF.A.1

Understand radian measure of an angle as the length of the arc on any circle subtended by the angle, measured in units of the circle's radius.

10.A2.F-TF.A.2

Explain how the unit circle in the coordinate plane enables the extension of sine and cosine functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.

10.A2.F-TF.B

Model periodic phenomena with trigonometric functions.

10.A2.F-TF.B.5

Create and interpret trigonometric functions that model periodic phenomena with specified amplitude, frequency, and midline.

10.A2.F-TF.C

Apply trigonometric identities.

10.A2.F-TF.C.8

Use the Pythagorean identity sin^2(θ) + cos^2(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.

10.A2.N-CN.A

Perform arithmetic operations with complex numbers.

10.A2.N-CN.A.1

Apply the relation i^2 = 1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. Write complex numbers in the form (a+bi) with a and b real.

10.A2.N-CN.C

Use complex numbers in polynomial identities and equations.

10.A2.N-CN.C.7

Solve quadratic equations with real coefficients that have complex solutions.

10.A2.N-Q.A

Reason quantitatively and use units to solve problems.

10.A2.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, include utilizing real-world context.

10.A2.N-Q.A.2

Define appropriate quantities for the purpose of descriptive modeling. Include problem-solving opportunities utilizing real-world context.

10.A2.N-Q.A.3

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities utilizing real-world context.

10.A2.N-RN.A

Extend the properties of exponents to rational exponents.

10.A2.N-RN.A.1

Explain how the definition 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.

10.A2.N-RN.A.2

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

10.A2.S-CP.A

Understand independence and conditional probability and use them to interpret data.

10.A2.S-CP.A.3

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 the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.

10.A2.S-CP.A.4

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.

10.A2.S-CP.A.5

Recognize and explain the concepts of conditional probability and independence utilizing real-world context.

10.A2.S-CP.B

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

10.A2.S-CP.B.6

Use Bayes Rule to find the conditional probability of A given B as the fraction of Bs outcomes that also belong to A, and interpret the answer in terms of the model.

10.A2.S-CP.B.7

Apply the Addition Rule, P(A or B) = P(A) + P(B) P(A and B), and interpret the answer in terms of the model.

10.A2.S-CP.B.8

Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.

10.A2.S-IC.A

Understand and evaluate random processes underlying statistical experiments.

10.A2.S-IC.A.1

Understand statistics as a process for making inferences about population parameters based on a random sample from that population.

10.A2.S-IC.A.2

Explain whether a specified model is consistent with results from a given data-generating process.

10.A2.S-IC.B

Make inferences and justify conclusions from experiments, and observational studies.

10.A2.S-IC.B.3

Recognize the purposes of and differences between designed experiments, sample surveys and observational studies.

10.A2.S-IC.B.4

Use data from a sample survey to estimate a population mean or proportion; recognize that estimates are unlikely to be correct and the estimates will be more precise with larger sample sizes.

10.A2.S-ID.A

Summarize, represent, and interpret data on a single count or measurement variable.

10.A2.S-ID.A.4

Use the mean and standard deviation of a data set to fit it to a normal curve, and use properties of the normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, or tables to estimate areas under the normal curve.

10.A2.S-ID.B

Summarize, represent, and interpret data on two categorical and quantitative variables.

10.A2.S-ID.B.6

Represent data of two quantitative variables on a scatter plot, and describe how the quantities are related. Extend to polynomial and exponential models.

10.A2.S-ID.B.6.a

Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context.

10.A2.S-ID.C

Interpret models.

10.A2.S-ID.C.10

Interpret parameters of exponential models.

10.G.G-C.A

Understand and apply theorems about circles.

10.G.G-C.A.1

Prove that all circles are similar.

10.G.G-C.A.2

Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.

10.G.G-C.A.3

Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.

10.G.G-C.B

Find arc lengths and areas of sectors of circles.

10.G.G-C.B.5

Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. Convert between degrees and radians.

10.G.G-CO.A

Experiment with transformations in the plane.

10.G.G-CO.A.1

Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

10.G.G-CO.A.2

Represent and describe transformations in the plane as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not.

10.G.G-CO.A.3

Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.

10.G.G-CO.A.4

Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

10.G.G-CO.A.5

Given a geometric figure and a rotation, reflection, or translation draw the transformed figure. Specify a sequence of transformations that will carry a given figure onto another.

10.G.G-CO.B

Understand congruence in terms of rigid motions.

10.G.G-CO.B.6

Use geometric definitions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

10.G.G-CO.B.7

Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.

10.G.G-CO.B.8

Explain how the criteria for triangle congruence (ASA, AAS, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.

10.G.G-CO.C

Prove geometric theorems.

10.G.G-CO.C.10

Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangle 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.

10.G.G-CO.C.11

Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and rectangles are parallelograms with congruent diagonals.

10.G.G-CO.C.9

Prove theorems about lines and angles. Theorems include: 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 equidistant from the segments endpoints.

10.G.G-CO.D

Make geometric constructions.

10.G.G-CO.D.12

Make formal geometric constructions with a variety of tools and methods. Constructions include: copying segments; copying angles; bisecting segments; bisecting angles; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

10.G.G-CO.D.13

Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle; with a variety of tools and methods.

10.G.G-GMD.A

Explain volume formulas and use them to solve problems.

10.G.G-GMD.A.1

Analyze and verify the formulas for the volume of a cylinder, pyramid, and cone.

10.G.G-GMD.A.3

Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems utilizing real-world context.

10.G.G-GMD.B

Visualize relationships between two-dimensional and three-dimensional objects.

10.G.G-GMD.B.4

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

10.G.G-GPE.A

Translate between the geometric description and the equation for a conic section.

10.G.G-GPE.A.1

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.

10.G.G-GPE.B

Use coordinates to prove geometric theorems algebraically.

10.G.G-GPE.B.4

Use coordinates to algebraically prove or disprove geometric relationships algebraically. Relationships include: proving or disproving geometric figures given specific points in the coordinate plane; and proving or disproving if a specific point lies on a given circle.

10.G.G-GPE.B.5

Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems, including finding the equation of a line parallel or perpendicular to a given line that passes through a given point.

10.G.G-GPE.B.6

Find the point on a directed line segment between two given points that partitions the segment in a given ratio.

10.G.G-GPE.B.7

Use coordinates to compute perimeters of polygons and areas of triangles and rectangles.

10.G.G-MG.A

Apply geometric concepts in modeling situations.

10.G.G-MG.A.1

Use geometric shapes, their measures, and their properties to describe objects utilizing real-world context.

10.G.G-MG.A.2

Apply concepts of density based on area and volume in modeling situations utilizing real-world context.

10.G.G-MG.A.3

Apply geometric methods to solve design problems utilizing real-world context.

10.G.G-SRT.A

Understand similarity in terms of similarity transformations.

10.G.G-SRT.A.1

Verify experimentally the properties of dilations given by a center and a scale factor:

10.G.G-SRT.A.1.a

Dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.

10.G.G-SRT.A.1.b

The dilation of a line segment is longer or shorter in the ratio given by the scale factor.

10.G.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 transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

10.G.G-SRT.A.3

Use the properties of similarity transformations to establish the AA, SAS, and SSS criterion for two triangles to be similar.

10.G.G-SRT.B

Prove theorems involving similarity.

10.G.G-SRT.B.4

Prove theorems about triangles. Theorems include: an interior line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

10.G.G-SRT.B.5

Use congruence and similarity criteria to prove relationships in geometric figures and solve problems utilizing real-world context.

10.G.G-SRT.C

Define trigonometric ratios and solve problems involving right triangles.

10.G.G-SRT.C.6

Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

10.G.G-SRT.C.7

Explain and use the relationship between the sine and cosine of complementary angles.

10.G.G-SRT.C.8

Use trigonometric ratios (including inverse trigonometric ratios) and the Pythagorean Theorem to find unknown measurements in right triangles utilizing real-world context.

10.G.N-Q.A

Reason quantitatively and use units to solve problems.

10.G.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, include utilizing real-world context.

10.G.N-Q.A.2

Define appropriate quantities for the purpose of descriptive modeling. Include problem-solving opportunities utilizing real-world context.

10.G.N-Q.A.3

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities utilizing real-world context.

10.P.A-APR.C

Use polynomial identities to solve problems.

10.P.A-APR.C.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 Pascals Triangle. The Binomial Theorem can be proved by mathematical induction or by a combinatorial argument.

10.P.A-APR.D

Rewrite rational expressions.

10.P.A-APR.D.7

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.

10.P.A-REI.C

Solve systems of equations.

10.P.A-REI.C.8

Represent a system of linear equations as a single matrix equation in a vector variable.

10.P.A-REI.C.9

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).

10.P.CM-DM.A

Understand and apply vertex-edge graph topics

10.P.CM-DM.A.1

Study the following topics related to vertex-edge graph: Euler circuits, Hamilton circuits, shortest path, vertex coloring, and adjacency matrices.

10.P.CM-DM.A.2

Understand, analyze, and apply vertex-edge graphs to model and solve problems related to paths, circuits, networks, and relationships among a finite number of elements, in real-world and abstract settings.

10.P.CM-DM.A.3

Devise, analyze, and apply algorithms for solving vertex-edge graph problems.

10.P.CM-DM.A.4

Extend work with adjacency matrices for graphs, such as interpreting row sums and using the nth power of the adjacency matrix to count paths of length n in a graph.

10.P.F-BF.A

Build a function that models a relationship between two quantities.

10.P.F-BF.A.1

Write a function that describes a relationship between two quantities.

10.P.F-BF.A.1.c

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.

10.P.F-BF.B

Build new functions from existing functions.

10.P.F-BF.B.4

Find inverse functions.

10.P.F-BF.B.4.b

Verify by composition that one function is the inverse of another.

10.P.F-BF.B.4.c

Read values of an inverse function from a graph or a table, given that the function has an inverse.

10.P.F-BF.B.4.d

Produce an invertible function from a non-invertible function by restricting the domain.

10.P.F-BF.B.5

Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.

10.P.F-IF.C

Analyze functions using different representations.

10.P.F-IF.C.7

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.

10.P.F-TF.A

Extend the domain of trigonometric functions using the unit circle.

10.P.F-TF.A.3

Use special triangles to determine geometrically the values of sine, cosine, tangent for /3, /4 and /6, and use the unit circle to express the values of sine, cosine, and tangent for -x, +x, and 2-x in terms of their values for x, where x is any real number.

10.P.F-TF.A.4

Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.

10.P.F-TF.B

Model periodic phenomena with trigonometric functions.

10.P.F-TF.B.6

Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.

10.P.F-TF.B.7

Use inverse functions to solve trigonometric equations utilizing real world context; evaluate the solution and interpret them in terms of context.

10.P.F-TF.C

Apply trigonometric identities.

10.P.F-TF.C.9

Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

10.P.G-C.A

Understand and apply theorems about circles.

10.P.G-C.A.4

Construct a tangent line from a point outside a given circle to the circle.

10.P.G-GMD.A

Explain volume formulas and use them to solve problems.

10.P.G-GMD.A.2

Give an informal argument using Cavalieris principle for the formulas for the volume of a sphere and other solid figures.

10.P.G-GPE.A

Translate between the geometric description and the equation for a conic section.

10.P.G-GPE.A.2

Derive the equation of a parabola given a focus and directrix.

10.P.G-GPE.A.3

Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.

10.P.G-SRT.D

Apply trigonometry to general triangles.

10.P.G-SRT.D.10

Prove the Laws of Sines and Cosines and use them to solve problems.

10.P.G-SRT.D.11

Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).

10.P.G-SRT.D.9

Derive the formula A = ½ ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.

10.P.N-CN.A

Perform arithmetic operations with complex numbers.

10.P.N-CN.A.3

Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.

10.P.N-CN.B

Represent complex numbers and their operations on the complex plane.

10.P.N-CN.B.4

Represent complex numbers on the complex plane in rectangular and polar form, including real and imaginary numbers, and explain why the rectangular and polar forms of a given complex number represent the same number.

10.P.N-CN.B.5

Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (-1 + 3 i)^3 = 8 because (-1 + 3 i) has modulus 2 and argument 120°.

10.P.N-CN.B.6

Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.

10.P.N-CN.C

Use complex numbers in polynomial identities and equations.

10.P.N-CN.C.8

Extend polynomial identities to the complex numbers.

10.P.N-CN.C.9

Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.

10.P.N-VM.A

Represent and model with vector quantities.

10.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.

10.P.N-VM.A.2

Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.

10.P.N-VM.A.3

Solve problems involving velocity and other quantities that can be represented by vectors.

10.P.N-VM.B.4

Add and subtract vectors.

10.P.N-VM.B.4.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.

10.P.N-VM.B.4.b

Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum.

10.P.N-VM.B.4.c

Understand vector subtraction v w as v + (w), where w is the additive inverse of w, with the same magnitude as w and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise.

10.P.N-VM.B.5

Multiply a vector by a scalar.

10.P.N-VM.B.5.a

Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise e.g., as c(v_x, v_y) = (cv_x, cv_y).

10.P.N-VM.B.5.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 &gt; 0) or against v (for c &lt; 0).

10.P.N-VM.C

Perform operations on matrices and use matrices in applications.

10.P.N-VM.C.10

Understand that the zero and identity matrices play a role in matrix 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.

10.P.N-VM.C.11

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.

10.P.N-VM.C.12

Work with 2 x 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area.

10.P.N-VM.C.6

Use matrices to represent and manipulate data.

10.P.N-VM.C.7

Multiply matrices by scalars to produce new matrices.

10.P.N-VM.C.8

Add, subtract, and multiply matrices of appropriate dimensions.

10.P.N-VM.C.9

Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.

10.P.N-VN.B

Perform operations on vectors.

10.P.S-CP.B

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

10.P.S-CP.B.9

Use permutations and combinations to compute probabilities of compound events and solve problems.

10.P.S-IC.B

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

10.P.S-IC.B.3

Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.

10.P.S-IC.B.4

Use data from a random sample to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.

10.P.S-IC.B.5

Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.

10.P.S-IC.B.6

Evaluate reports based on data.

10.P.S-MD.A

Calculate expected values and use them to solve problems.

10.P.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.

10.P.S-MD.A.2

Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.

10.P.S-MD.A.3

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.

10.P.S-MD.A.4

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 households?

10.P.S-MD.B

Use probability to evaluate outcomes of decisions.

10.P.S-MD.B.5

Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.

10.P.S-MD.B.5.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.

10.P.S-MD.B.5.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.

10.P.S-MD.B.6

Use randomization to make fair decisions based on probabilities.

10.P.S-MD.B.7

Analyze decisions and strategies using probability concepts.

AZ.HS.CM-DM.A.1

Study the following topics related to vertex-edge graphs: Euler circuits, Hamilton circuits, the Travelling Salesperson Problem (TSP), minimum weight spanning trees, shortest paths, vertex coloring, and adjacency matrices.

AZ.HS.CM-DM.A.2

Understand, analyze, and apply vertex-edge graphs to model and solve problems related to paths, circuits, networks, and relationships among a finite number of elements, in realworld and abstract settings.

AZ.HS.CM-DM.A.3

Devise, analyze, and apply algorithms for solving vertex-edge graph problems.

AZ.HS.CM-DM.A.4

Extend work with adjacency matrices for graphs, such as interpreting row sums and using the nth power of the adjacency matrix to count paths of length n in a graph.

HS.A-APR.A.1

Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

HS.A-APR.B.2

Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x a is p(a), so p(a) = 0 if and only if (x a) is a factor of p(x)

HS.A-APR.B.3

Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.

HS.A-APR.C.4

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.

HS.A-APR.C.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 Pascals Triangle. (The Binomial Theorem can be proved by mathematical induction or by a combinatorial argument.)

HS.A-APR.D.6

Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.

HS.A-APR.D.7

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.

HS.A-CED.A.1

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.

HS.A-CED.A.2

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

HS.A-CED.A.3

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.

HS.A-CED.A.4

Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

HS.A-REI.A.1

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.

HS.A-REI.A.2

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

HS.A-REI.B.3

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

HS.A-REI.B.4a

Solve quadratic equations in one variable.

HS.A-REI.C.5

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.

HS.A-REI.C.6

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

HS.A-REI.C.7

Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.

HS.A-REI.C.8

Represent a system of linear equations as a single matrix equation in a vector variable.

HS.A-REI.C.9

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).

HS.A-REI.D.10

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).

HS.A-REI.D.11

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.

HS.A-REI.D.12

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 halfplanes.

HS.A-SSE.A.1a

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

HS.A-SSE.A.1b

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

HS.A-SSE.A.2

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 + y2 ).

HS.A-SSE.B.3a

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

HS.A-SSE.B.4

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

HS.F-BF.A.1a

Write a function that describes a relationship between two quantities.

HS.F-BF.A.2

Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.

HS.F-BF.B.3

Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

HS.F-BF.B.4a

Find inverse functions.

HS.F-BF.B.5

Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.

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

HS.F-IF.A.2

Use function notations, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

HS.F-IF.A.3

Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers

HS.F-IF.B.4

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

HS.F-IF.B.5

Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.

HS.F-IF.B.6

Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

HS.F-IF.C.7a

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

HS.F-IF.C.8a

Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

HS.F-IF.C.9

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

HS.F-LE.A.1a

Distinguish between situations that can be modeled with linear functions and with exponential functions

HS.F-LE.A.2

Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs

HS.F-LE.A.3

Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

HS.F-LE.A.4

For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.

HS.F-LE.B.5

Interpret the parameters in a linear or exponential function in terms of a context.

HS.F-TF.A.1

Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.

HS.F-TF.A.2

Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.

HS.F-TF.A.3

Use special triangles to determine geometrically the values of sine, cosine, tangent for ? /3, ?/4 and ?/6, and use the unit circle to express the values of sine, cosine, and tangent for ?-x, ?+x, and 2?-x in terms of their values for x, where x is any real number.

HS.F-TF.A.4

Use the units circle to explain symmetry (odd and even) and periodicity of trigonometric functions.

HS.F-TF.B.5

Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.

HS.F-TF.B.6

Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.

HS.F-TF.B.7

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

HS.F-TF.C.8

Prove the Pythagorean identity sin2 (?) + cos 2 (?) = 1 and use it to find sin(?), cos(?), or tan(?) given sin(?), cos(?), or tan(?) and the quadrant of the angle

HS.F-TF.C.9

Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

HS.G-C.A.1

Prove that all circles are similar.

HS.G-C.A.2

Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.

HS.G-C.A.3

Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.

HS.G-C.A.4

Construct a tangent line from a point outside a given circle to the circle.

HS.G-C.B.5

Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.

HS.G-CO.A.1

Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

HS.G-CO.A.2

Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).

HS.G-CO.A.3

Given a rectangle, parallelogram, trapezoid, or regular polygons, describe the rotations and reflections that carry it onto itself.

HS.G-CO.A.4

Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

HS.G-CO.A.5

Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

HS.G-CO.B.6.

Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

HS.G-CO.B.7

Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.

HS.G-CO.B.8

Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.

HS.G-CO.C.10

Prove theorems about triangles. Theorems include: 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.

HS.G-CO.C.11

Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.

HS.G-CO.C.9.

Prove theorems about lines and angles. Theorems include: 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 equidistant from the segments endpoints.

HS.G-CO.D.12

Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

HS.G-CO.D.13

Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.

HS.G-GMD.A.1

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, Cavalieris principle, and informal limit arguments.

HS.G-GMD.A.2

Give an informal argument using Cavalieris principle for the formulas for the volume of a sphere and other solid figures.

HS.G-GMD.A.3

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

HS.G-GMD.B.4

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

HS.G-GPE.A.1

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.

HS.G-GPE.A.2

Derive the equation of a parabola given a focus and directrix.

HS.G-GPE.A.3

Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.

HS.G-GPE.B.4

Use coordinates to prove simple geometric theorems algebraically

HS.G-GPE.B.5

Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).

HS.G-GPE.B.6

Find the point on a directed line segment between two given points that partitions the segment in a given ratio.

HS.G-GPE.B.7

Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.

HS.G-MG.A.1

Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

HS.G-MG.A.2

Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).

HS.G-MG.A.3

Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

HS.G-SRT.A.1a

Verify experimentally the properties of dilations given by a center and a scale factor:

HS.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 transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

HS.G-SRT.A.3

Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.

HS.G-SRT.B.4

Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

HS.G-SRT.B.5

Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures

HS.G-SRT.C.6

Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

HS.G-SRT.C.7

Explain and use the relationship between the sine and cosine of complementary angles

HS.G-SRT.C.8

Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

HS.G-SRT.D.10

Prove the Laws of Sines and Cosines and use them to solve problems.

HS.G-SRT.D.11

Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and nonright triangles (e.g., surveying problems, resultant forces).

HS.G-SRT.D.9

Derive the formula A = ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.

HS.N-CN.A.1

Know there is a complex number i such that i2 = ?1, and every complex number has the form a + bi with a and b real.

HS.N-CN.A.2

Use the relation i2 = 1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.

HS.N-CN.A.3

Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.

HS.N-CN.B.4

Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number.

HS.N-CN.B.5

Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation.

HS.N-CN.B.6

Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.

HS.N-CN.C.7

Solve quadratic equations with real coefficients that have complex solutions.

HS.N-CN.C.8

Extend polynomial identities to the complex numbers.

HS.N-CN.C.9

Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.

HS.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.

HS.N-Q.A.2

Define appropriate quantities for the purpose of descriptive modeling. Connection: SSHS-S5C5-01

HS.N-Q.A.3

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

HS.N-RN.A.1

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 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.

HS.N-RN.A.2

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

HS.N-RN.B.3

Explain why the sum or product of two rational numbers are 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.

HS.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

HS.N-VM.A.2

Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.

HS.N-VM.A.3

Solve problems involving velocity and other quantities that can be represented by vectors

HS.N-VM.B.4a

Add and subtract vectors.

HS.N-VM.B.5a

Multiply a vector by a scalar.

HS.N-VM.C.10

Understand that the zero and identity matrices play a role in matrix 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.

HS.N-VM.C.11

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.

HS.N-VM.C.12

Work with 2 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area.

HS.N-VM.C.6

Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.

HS.N-VM.C.7

Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.

HS.N-VM.C.8

Add, subtract, and multiply matrices of appropriate dimensions.

HS.N-VM.C.9

Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.

HS.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).

HS.S-CP.A.2

Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent

HS.S-CP.A.3

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 the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.

HS.S-CP.A.4

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. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth . Do the same for other subjects and compare the results.

HS.S-CP.A.5

Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.

HS.S-CP.B.6

Find the conditional probability of A given B as the fraction of Bs outcomes that also belong to A, and interpret the answer in terms of the model.

HS.S-CP.B.7

Apply the Addition Rule, P(A or B) = P(A) + P(B) P(A and B), and interpret the answer in terms of the model.

HS.S-CP.B.8

Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.

HS.S-CP.B.9

Use permutations and combinations to compute probabilities of compound events and solve problems

HS.S-IC.A.1

Understand statistics as a process for making inferences to be made about population parameters based on a random sample from that population.

HS.S-IC.A.2

Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin will fall heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?

HS.S-IC.B.3

Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.

HS.S-IC.B.4

Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.

HS.S-IC.B.5

Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.

HS.S-IC.B.6

Evaluate reports based on data.

HS.S-ID.A.1.

Represent data with plots on the real number line (dot plots, histograms, and box plots).

HS.S-ID.A.2

Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

HS.S-ID.A.3

Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

HS.S-ID.A.4

Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

HS.S-ID.B.5

Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.

HS.S-ID.B.6a

Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

HS.S-ID.C.7.

Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

HS.S-ID.C.8

Compute (using technology) and interpret the correlation coefficient of a linear fit.

HS.S-ID.C.9

Distinguish between correlation and causation.

HS.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.

HS.S-MD.A.2

Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.

HS.S-MD.A.3

Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value.

HS.S-MD.A.4

Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value.

HS.S-MD.B.5a

Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.

HS.S-MD.B.6.

Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).

HS.S-MD.B.7

Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).