MAT-HS: Algebra
Standards Book |
(A) Concept "I can ... statements" |
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(A-SSE) | (A-APR) | (A-CED) | (A-REI) | |
Seeing Structures Expressions |
Polynomials Rational Functions |
Creating Equations |
Reasoning Equations Inequalities |
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Prioritized Standards | ||||
MAT-HS: Numbers and Quantity | MAT-HS: Algebra | MAT-HS: Geometry |
All categories |
A-APR |
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MAT-HS.A-APR.01
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-APR.02
Student Learning Targets:
Alg II Solve Polynomial Equations Proficiency Scale
Resources
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MAT-HS.A-APR.03
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-APR.04
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-APR.05
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-APR.06
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-APR.07
Student Learning Targets:
Proficiency Scale
Resources
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A-CED |
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MAT-HS.A-CEDDomains are larger groups of related standards. So the Domain Score is a calculation of all the related standards. So click on the standard name below each Domain to access the learning targets and proficiency scales for each Domain's related standards.
Domain DescriptionAn equation is a statement of equality between two expressions, often viewed as a question asking for which values of the variables the expressions on either side are in fact equal. These values are the solutions to the equation. An identity, in contrast, is true for all values of the variables; identities are often developed by rewriting an expression in an equivalent form. The solutions of an equation in one variable form a set of numbers; the solutions of an equation in two variables form a set of ordered pairs of numbers, which can be plotted in the coordinate plane. Two or more equations and/or inequalities form a system. A solution for such a system must satisfy every equation and inequality in the system. An equation can often be solved by successively deducing from it one or more simpler equations. For example, one can add the same constant to both sides without changing the solutions, but squaring both sides might lead to extraneous solutions. Strategic competence in solving includes looking ahead for productive manipulations and anticipating the nature and number of solutions. Some equations have no solutions in a given number system, but have a solution in a larger system. For example, the solution of x + 1 = 0 is an integer, not a whole number; the solution of 2x + 1 = 0 is a rational number, not an integer; the solutions of x² – 2 = 0 are real numbers, not rational numbers; and the solutions of x² + 2 = 0 are complex numbers, not real numbers. The same solution techniques used to solve equations can be used to rearrange formulas. For example, the formula for the area of a trapezoid, A = ((b1+b2)/2)h, can be solved for h using the same deductive process. Inequalities can be solved by reasoning about the properties of inequality. Many, but not all, of the properties of equality continue to hold for inequalities and can be useful in solving them. Connections to Functions and Modeling. Expressions can define functions, and equivalent expressions define the same function. Asking when two functions have the same value for the same input leads to an equation; graphing the two functions allows for finding approximate solutions of the equation. Converting a verbal description to an equation, inequality, or system of these is an essential skill in modeling. Standards in this Domain
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MAT-HS.A-CED.01
This standard is divided into parts. Click on these links to see specific proficiency scales. MAT-HS.A-CED.01.a MAT-HS.A-CED.01.b MAT-HS.A-CED.01.c MAT-HS.A-CED.01.d
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MAT-HS.A-CED.01.a
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Resources
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MAT-HS.A-CED.01.b
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Resources
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MAT-HS.A-CED.01.c
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-CED.01.d
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Resources
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MAT-HS.A-CED.01.e
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Resources
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MAT-HS.A-CED.01.f
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Resources
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MAT-HS.A-CED.01.g
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Resources
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MAT-HS.A-CED.02
This standard is divided into parts. Click on these links to see specific proficiency scales. MAT-HS.A-CED.02.a MAT-HS.A-CED.02.b
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MAT-HS.A-CED.02.a
Student Learning Targets:
Proficiency Scale
Alg II Create and Graph Quadratic Functions Proficiency Scale
Alg II Create and Graph Exponential Functions Proficiency Scale
Alg II Create and Graph Polynomial Functions Proficiency Scale
Resources
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MAT-HS.A-CED.03
Student Learning Targets:
Proficiency Scale
Alg II Solving Systems of Equations & Inequalities Proficiency Scale
Resources
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MAT-HS.A-CED.04
Student Learning Targets:
Proficiency Scale
Resources
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A-REI |
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MAT-HS.A-REIDomains are larger groups of related standards. So the Domain Score is a calculation of all the related standards. So click on the standard name below each Domain to access the learning targets and proficiency scales for each Domain's related standards.
Domain DescriptionAn equation is a statement of equality between two expressions, often viewed as a question asking for which values of the variables the expressions on either side are in fact equal. These values are the solutions to the equation. An identity, in contrast, is true for all values of the variables; identities are often developed by rewriting an expression in an equivalent form. The solutions of an equation in one variable form a set of numbers; the solutions of an equation in two variables form a set of ordered pairs of numbers, which can be plotted in the coordinate plane. Two or more equations and/or inequalities form a system. A solution for such a system must satisfy every equation and inequality in the system. An equation can often be solved by successively deducing from it one or more simpler equations. For example, one can add the same constant to both sides without changing the solutions, but squaring both sides might lead to extraneous solutions. Strategic competence in solving includes looking ahead for productive manipulations and anticipating the nature and number of solutions. Some equations have no solutions in a given number system, but have a solution in a larger system. For example, the solution of x + 1 = 0 is an integer, not a whole number; the solution of 2x + 1 = 0 is a rational number, not an integer; the solutions of x² – 2 = 0 are real numbers, not rational numbers; and the solutions of x² + 2 = 0 are complex numbers, not real numbers. The same solution techniques used to solve equations can be used to rearrange formulas. For example, the formula for the area of a trapezoid, A = ((b1+b2)/2)h, can be solved for h using the same deductive process. Inequalities can be solved by reasoning about the properties of inequality. Many, but not all, of the properties of equality continue to hold for inequalities and can be useful in solving them. Connections to Functions and Modeling. Expressions can define functions, and equivalent expressions define the same function. Asking when two functions have the same value for the same input leads to an equation; graphing the two functions allows for finding approximate solutions of the equation. Converting a verbal description to an equation, inequality, or system of these is an essential skill in modeling. Standards in this Domain
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MAT-HS.A-REI.01
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.02
Student Learning Targets:
Alg II Solve Radical Equations Proficiency Scale
Alg II Solve Rational Equations Proficiency Scale
Resources
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MAT-HS.A-REI.03
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.03a
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.03b
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.04
Student Learning Targets:
Algebra II Solving Quadratic Equations Proficiency Scale
Resources
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MAT-HS.A-REI.04.b
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.05
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.06
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.07
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.08
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.09
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.10
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.11
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.12
Student Learning Targets:
Proficiency Scale
Resources
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A-SSE |
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MAT-HS.A-SSEDomains are larger groups of related standards. So the Domain Score is a calculation of all the related standards. So click on the standard name below each Domain to access the learning targets and proficiency scales for each Domain's related standards.
Domain DescriptionAn expression is a record of a computation with numbers, symbols that represent numbers, arithmetic operations, exponentiation, and, at more advanced levels, the operation of evaluating a function. Conventions about the use of parentheses and the order of operations assure that each expression is unambiguous. Creating an expression that describes a computation involving a general quantity requires the ability to express the computation in general terms, abstracting from specific instances. Reading an expression with comprehension involves analysis of its underlying structure. This may suggest a different but equivalent way of writing the expression that exhibits some different aspect of its meaning. For example, p + 0.05p can be interpreted as the addition of a 5% tax to a price p. Rewriting p + 0.05p as 1.05p shows that adding a tax is the same as multiplying the price by a constant factor. Algebraic manipulations are governed by the properties of operations and exponents, and the conventions of algebraic notation. At times, an expression is the result of applying operations to simpler expressions. For example, p + 0.05p is the sum of the simpler expressions p and 0.05p. Viewing an expression as the result of operation on simpler expressions can sometimes clarify its underlying structure. A spreadsheet or a computer algebra system (CAS) can be used to experiment with algebraic expressions, perform complicated algebraic manipulations, and understand how algebraic manipulations behave. Standards in this Domain
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MAT-HS.A-SSE.01
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Score | Description | Sample Activity |
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4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | - | |
3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. | ||
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | - | |
2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). | ||
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | - | |
1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). | ||
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | - | |
0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). | ||
0.0 | Even with help, the student demonstrates no understanding or skill. | - |
Resources:
Web:
Vocabulary:
expression | term | factor | coefficient |
MAT-HS.A-SSE.02
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Alg II Equivalent Expressions Proficiency Scale
Resources
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MAT-HS.A-SSE.03
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-SSE.03.a
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-SSE.04
Student Learning Targets:
Proficiency Scale
Resources
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MODELING |
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MAT-HS.A-CED.01.c
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-CED.02.a
Student Learning Targets:
Proficiency Scale
Alg II Create and Graph Quadratic Functions Proficiency Scale
Alg II Create and Graph Exponential Functions Proficiency Scale
Alg II Create and Graph Polynomial Functions Proficiency Scale
Resources
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MAT-HS.A-CED.03
Student Learning Targets:
Proficiency Scale
Alg II Solving Systems of Equations & Inequalities Proficiency Scale
Resources
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MAT-HS.A-REI.11
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-SSE.01
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Score | Description | Sample Activity |
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4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | - | |
3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. | ||
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | - | |
2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). | ||
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | - | |
1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). | ||
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | - | |
0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). | ||
0.0 | Even with help, the student demonstrates no understanding or skill. | - |
Resources:
Web:
Vocabulary:
expression | term | factor | coefficient |
MAT-HS.A-SSE.03
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-SSE.04
Student Learning Targets:
Proficiency Scale
Resources
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PRIORITIZED |
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MAT-HS.A-APR.01
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-CED.01
This standard is divided into parts. Click on these links to see specific proficiency scales. MAT-HS.A-CED.01.a MAT-HS.A-CED.01.b MAT-HS.A-CED.01.c MAT-HS.A-CED.01.d
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MAT-HS.A-CED.01.b
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Resources
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MAT-HS.A-CED.01.c
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-CED.01.d
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Resources
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MAT-HS.A-CED.01.e
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Resources
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MAT-HS.A-CED.01.f
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Resources
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MAT-HS.A-CED.01.g
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Resources
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MAT-HS.A-CED.02
This standard is divided into parts. Click on these links to see specific proficiency scales. MAT-HS.A-CED.02.a MAT-HS.A-CED.02.b
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MAT-HS.A-CED.02.a
Student Learning Targets:
Proficiency Scale
Alg II Create and Graph Quadratic Functions Proficiency Scale
Alg II Create and Graph Exponential Functions Proficiency Scale
Alg II Create and Graph Polynomial Functions Proficiency Scale
Resources
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MAT-HS.A-CED.03
Student Learning Targets:
Proficiency Scale
Alg II Solving Systems of Equations & Inequalities Proficiency Scale
Resources
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MAT-HS.A-CED.04
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.02
Student Learning Targets:
Alg II Solve Radical Equations Proficiency Scale
Alg II Solve Rational Equations Proficiency Scale
Resources
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MAT-HS.A-REI.03
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.03a
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.03b
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.04
Student Learning Targets:
Algebra II Solving Quadratic Equations Proficiency Scale
Resources
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MAT-HS.A-REI.10
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.11
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-REI.12
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-SSE.01
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
|
Score | Description | Sample Activity |
|
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | - | |
3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. | ||
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | - | |
2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). | ||
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | - | |
1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). | ||
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | - | |
0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). | ||
0.0 | Even with help, the student demonstrates no understanding or skill. | - |
Resources:
Web:
Vocabulary:
expression | term | factor | coefficient |
MAT-HS.A-SSE.02
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Alg II Equivalent Expressions Proficiency Scale
Resources
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MAT-HS.A-SSE.03
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.A-SSE.04
Student Learning Targets:
Proficiency Scale
Resources
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MAT-HS.C-DDD.00.z
Student Learning Targets:
Proficiency Scale
Resources
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