Title: MAT-HS: Numbers and Quantity
Course: BPSS (MAT) Mathematics Standards > Section: Standards

MAT-HS.N-VM.01

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(VM) Domain: Vector and Matrix Quantities
Cluster: Represent and model with vector quantities.

MAT-HS.N-VM.01 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 (e.g., v, |v|, ||v||, v).

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-VM.02

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(VM) Domain: Vector and Matrix Quantities
Cluster: Represent and model with vector quantities.

MAT-HS.N-VM.02 Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-VM.03

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(VM) Domain: Vector and Matrix Quantities
Cluster: Represent and model with vector quantities.

MAT-HS.N-VM.03 Solve problems involving velocity and other quantities that can be represented by vectors.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-VM.04

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(VM) Domain: Vector and Matrix Quantities
Cluster: Perform operations on vectors.

MAT-HS.N-VM.04 Add and subtract vectors.

- 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
- b. Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum
- c. Understand that vector subtraction v-w is defined 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.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-VM.05

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(VM) Domain: Vector and Matrix Quantities
Cluster: Perform operations on vectors.

MAT-HS.N-VM.05 Multiply a vector by a scalar.

- a. Represent scalar multiplication gr aphically 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)
- 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 > 0) or against v (for c < 0).

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-VM.06

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(VM) Domain: Vector and Matrix Quantities
Cluster: Perform operations on matrices and use matrices in applications.

MAT-HS.N-VM.06 Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-VM.07

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(VM) Domain: Vector and Matrix Quantities
Cluster: Perform operations on matrices and use matrices in applications.

MAT-HS.N-VM.07 Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-VM.08

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(VM) Domain: Vector and Matrix Quantities
Cluster: Perform operations on matrices and use matrices in applications.

MAT-HS.N-VM.08 Add, subtract, and multiply matr ices of appropriate dimensions.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-VM.09

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(VM) Domain: Vector and Matrix Quantities
Cluster: Perform operations on matrices and use matrices in applications

MAT-HS.N-VM.09 Understand that, unlike multiplication of num bers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-VM.10

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(VM) Domain: Vector and Matrix Quantities
Cluster: Perform operations on matrices and use matrices in applications.

MAT-HS.N-VM.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.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-VM.11

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(VM) Domain: Vector and Matrix Quantities
Cluster: :  Perform operations on matrices and use matrices in applications.

MAT-HS.N-VM.11 Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Understand a matrix as a transformation of vectors.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-VM.12

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(VM) Domain: Vector and Matrix Quantities
Cluster: Perform operations on matrices and use matrices in applications.

MAT-HS.N-VM.12 Understand a 2 × 2 matrix as a transformation of the plane, and interpret the absolute value of the determinant in terms of area.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-RN.01

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(RN) Domain: The Real Number System
Cluster: Extend the properties of exponents to rational numbers

MAT-HS.N-RN.01 Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.

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

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can use exponential properties to explain how rational exponents follow from integer exponents.

Product Targets

- I can
- I can

Alg II Convert Radicals to Rational Exponents Proficiency Scale

Score |  | Description | Sample Activity
4.0 (advanced) | 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

(proficient)
The student can:
- rewrite exponents in radical notation and radicals in exponential notation.

The student exhibits no major errors or omissions.
Write x^2/3 in radical notation.

Write in exponential notation.
 | 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

(progressing)
There are no major errors or omissions regarding the simpler details and processes as the student can:
- Recognize and recall specific terminology, such as:
  - radical and radical notation
  - index
  - rational exponent

 However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Write x^1/3in radical notation.

Rewrite  in exponential notation.
 | 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 (beginning) | 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
Vocab

- rational
- exponent

MAT-HS.N-RN.02

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(RN) Domain: The Real Number System
Cluster: Extend the properties of exponents to rational numbers

MAT-HS.N-RN.02 Rewrite expressions involving radicals and rational exponents using the properties of exponents

Student Learning Targets:

Knowledge Targets

- I can understand that the denominator of a rational exponent is the root index and the numerator is the exponent of the radicand.

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can convert an expression in radical form to rational exponents and vice-versa.

Product Targets

- I can
- I can

Alg II Re-write with Exponents Proficiency Scale

Score |  | Description | Sample Activity
4.0 (advanced) | 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. | Simplify the following:
 | 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

(proficient)
The student can:
- apply properties of exponents to simplify expressions including rational exponents.
Simplify the following expression.

(4^1/3)^3/4

(27p^6)^-5/3
 | 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

(progressing)
There are no major errors or omissions regarding the simpler details and processes as the student can:
- perform operations with fractions.
- simplify fractions.
- recognize and recall specific terminology such as:
  - exponents
  - rational exponents

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Simplify the following expressions.

(p^3)^-2

(10/8)^3
 | 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 (beginning) | 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

- Rational Exponents and Radicals
Vocab

- root index
- radicand
- radical

MAT-HS.N-RN.03

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(RN) Domain: The Real Number System
Cluster: Use properties of rational and irrational number

MAT-HS.N-RN.03 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.

Student Learning Targets:

Knowledge Targets

- I can identify the properties of the real number system, i.e., commutative, associative, distributive, closure, inverse, and identity properties.

Reasoning Targets

- I can apply the properties of the real number system to simplify an expression.

Skills (Performance) Targets

- I can use the properties of real numbers to simplify an expression and solve an equation.
- I can show by example the sum of a rational number and an irrational number is irrational.
- I can show by example the product of a nonzero rational number and an irrational number is irrational.
- I can use the closure property or show by example the sum or product of two rational numbers is rational.

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

- closure property
- irrational number
- rational number

MAT-HS.N-Q.01

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(Q) Domain: Quantities
Cluster: Reason quantitatively and use units to solve problems

MAT-HS.N-Q.01 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.

Student Learning Targets:

Knowledge Targets

- I can select appropriate units and scales for problem situations involving measurement.

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can interpret units in the context of the problem.
- I can use unit analysis to check the reasonability of your solution.
- I can choose and interpret an appropriate scale given data to be represented on a graph or display.

Product Targets

- I can
- I can

Proficiency Scale

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

- Estimations and Approximations:  The Money Munchers
- Leaky Faucet
- Yogurt
Vocab

- unit analysis

MAT-HS.N-Q.02

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(Q) Domain: Quantities
Cluster: Reason quantitatively and use units to solve problems

MAT-HS.N-Q.02 Define appropriate quantities for the purpose of descriptive modeling.

Student Learning Targets:

Knowledge Targets

- I can select appropriate units and scales for problem situations involving measurement.

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can interpret units in the context of the problem.
- I can use unit analysis to check the reasonability of your solution.
- I can choose and interpret an appropriate scale given data to be represented on a graph or display.
- I can determine an appropriate quantity to model a situation.

Product Targets

- I can
- I can

Proficiency Scale

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

- Estimations and Approximations: The Money Munchers
- Leaky Faucet
- Yogurt
Vocab

- modeling

MAT-HS.N-Q.03

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(Q) Domain: Quantities
Cluster: Reason quantitatively and use units to solve problems

MAT-HS.N-Q.03 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Student Learning Targets:

Knowledge Targets

- I can select appropriate units and scales for problem situations involving measurement.

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can interpret units in the context of the problem.
- I can use unit analysis to check the reasonability of your solution.
- I can choose and interpret an appropriate scale given data to be represented on a graph or display.
- I can choose a level of accuracy appropriate to the measuring tool or situation.

Product Targets

- I can
- I can

Proficiency Scale

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
- Estimations and Approximations: The Money Munchers
- Leaky Faucet
- Yogurt
Vocab

- significant digits
- accuracy

MAT-HS.N-CN.01

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(CN) Domain: The Complex Number System
Cluster: Perform arithmetic operations with complex numbers.

MAT-HS.N-CN.01 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.

Student Learning Targets:

Knowledge Targets

- I can recognize every number as a complex number of the form a + bi where a and b are real numbers.
- I can recognize i as complex and i2 = -1.

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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

Websites

Vocabulary

MAT-HS.N-CN.02

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(CN) Domain: The Complex Number System
Cluster: Perform arithmetic operations with complex numbers.

MAT-HS.N-CN.02 Use the relation i² = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can apply the fact that the complex number i^2=-1to perform operations on complex numbers.

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-CN.03

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(CN) Domain: The Complex Number System
Cluster: Perform arithmetic operations with complex numbers.

MAT-HS.N-CN.03 Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-CN.04

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(CN) Domain: The Complex Number System
Cluster: Perform arithmetic operations with complex numbers.

MAT-HS.N-CN.04 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.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-CN.05

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(CN) Domain: The Complex Number System
Cluster: Perform arithmetic operations with complex numbers.

MAT-HS.N-CN.05 Represent addition, subtraction, mult iplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation.

For example, (1 – √3i)³ = 8 because (1 – √3i) has modulus 2 and argument 120°

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-CN.06

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(CN) Domain: The Complex Number System
Cluster: Perform arithmetic operations with complex numbers.

MAT-HS.N-CN.06 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.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-CN.07

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(CN) Domain: The Complex Number System
Cluster: Perform arithmetic operations with complex numbers

MAT-HS.N-CN.07 Solve quadratic equations with real coefficients that have complex solutions.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can solve quadratic equations with real coefficients that have solutions of the form a+bi and a-bi.

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-CN.08

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(CN) Domain: The Complex Number System
Cluster: CCC

MAT-HS.N-CN.08 Extend polynomial identities to the complex numbers.

For example, rewrite x² + 4 as (x + 2i)(x – 2i).

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can use polynomial identities to write equivalent expressions in the form of complex numbers.

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-CN.09

MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(CN) Domain: The Complex Number System
Cluster: CCC

MAT-HS.N-CN.09 Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.

Student Learning Targets:

Knowledge Targets

- I can recognize that the Fundamental Theorem of Algebra states that the number of complex solutions to a polynomial equation is equal to the degree of the polynomial

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can show that the Fundamental Theorem of Algebra is true for a quadratic polynomial.

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab

MAT-HS.N-RN.04

MAT-HS Targeted Standards
(N) Concept: Numbers and Quantity
(RN) Domain: The Real Number System

MAT-HS.N-RN.04 Perform basic operations on radicals and simplify radicals to write equivalent expressions.

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

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
Vocab