GA--Standards of Excellence
MGSE9-12.N.Q.1b: Convert units and rates using dimensional analysis (English-to-English and Metric-to-Metric without conversion factor provided and between English and Metric with conversion factor);
MGSE9-12.A.SSE: Seeing Structure in Expressions
MGSE9-12.A.SSE.1a: Interpret parts of an expression, such as terms, factors, and coefficients, in context.
MGSE9-12.A.SSE.1b: Given situations which utilize formulas or expressions with multiple terms and/or factors, interpret the meaning (in context) of individual terms or factors.
MGSE9-12.A.CED: Creating Equations
MGSE9-12.A.CED.1: Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear, and exponential functions (integer inputs only).
MGSE9-12.A.CED.2: Create linear, and exponential equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
MGSE9-12.A.CED.3: Represent constraints by equations or inequalities, and by systems of equation and/or inequalities, and interpret data points as possible (i.e. a solution) or not possible (i.e. a non-solution) under the established constraints.
MGSE9-12.A.CED.4: Rearrange formulas to highlight a quantity of interest using the same reasoning as in solving equations.
MGSE9-12.A.REI: Reasoning with Equations and Inequalities
MGSE9-12.A.REI.1: Using algebraic properties and the properties of real numbers, justify the steps of a simple, one-solution equation. Students should justify their own steps, or if given two or more steps of an equation, explain the progression from one step to the next using properties.
MGSE9-12.A.REI.3: Solve linear equations and inequalities in one variable including equations with coefficients represented by letters.
MGSE9-12.A.REI.5: Show and explain why the elimination method works to solve a system of two-variable equations.
MGSE9-12.A.REI.6: Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
MGSE9-12.A.REI.10: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane
MGSE9-12.A.REI.11: Using graphs, tables, or successive approximations, show that the solution to the equation f(x) = g(x) is the x-value where the y-values of f(x) and g(x) are the same.
MGSE9-12.A.REI.12: Graph the solution set to a linear inequality in two variables.
MGSE9-12.F.IF: Interpreting Functions
MGSE9-12.F.IF.1: Understand that a function from one set (the input, called the domain) to another set (the output, called the range) assigns to each element of the domain exactly one element of the range, i.e. each input value maps to exactly one output value. If f is a function, x is the input (an element of the domain), and f(x) is the output (an element of the range). Graphically, the graph is y = f(x).
MGSE9-12.F.IF.2: Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
MGSE9-12.F.IF.3: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. (Generally, the scope of high school math defines this subset as the set of natural numbers 1,2,3,4...) By graphing or calculating terms, students should be able to show how the recursive sequence a₁=7, aₙ=aₙ₋₁ +2; the sequence sₙ = 2(n -1) + 7; and the function f(x) = 2x + 5 (when x is a natural number) all define the same sequence.
MGSE9-12.F.IF.4: Using tables, graphs, and verbal descriptions, interpret the key characteristics of a function which models the relationship between two quantities. Sketch a graph showing key features including: intercepts; interval where the function is increasing, decreasing, positive, or negative; end behavior.
MGSE9-12.F.IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
MGSE9-12.F.IF.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.
MGSE9-12.F.IF.7a: Graph linear functions and show intercepts, maxima, and minima (as determined by the function or by context).
MGSE9-12.F.BF: Building Functions
MGSE9-12.F.BF.1a: Determine an explicit expression and the recursive process (steps for calculation) from context.
MGSE9-12.F.BF.2: Write arithmetic and geometric sequences recursively and explicitly, use them to model situations, and translate between the two forms. Connect arithmetic sequences to linear functions and geometric sequences to exponential functions.
MGSE9-12.F.BF.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.
MGSE9-12.F.LE: Linear, Quadratic, and Exponential Models
MGSE9-12.F.LE.1b: Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
MGSE9-12.F.LE.1c: Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another
MGSE9-12.F.LE.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
MGSE9-12.F.LE.3: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly.
MGSE9-12.F.LE.5: Interpret the parameters in a linear (f(x) = mx + b) and exponential (f(x) = a*dx) function in terms of context. (In the functions above, “m” and “b” are the parameters of the linear function, and “a” and “d” are the parameters of the exponential function.) In context, students should describe what these parameters mean in terms of change and starting value.
MGSE9-12.G.CO.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.
MGSE9-12.G.CO.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).
MGSE9-12.G.CO.4: Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
MGSE9-12.G.CO.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.
MGSE9-12.G.GPE: Expressing Geometric Properties with Equations
MGSE9-12.G.GPE.7: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.
MGSE9-12.S.ID: Interpreting Categorical and Quantitative Data
MGSE9-12.S.ID.1: Represent data with plots on the real number line (dot plots, histograms, and box plots).
MGSE9-12.S.ID.2: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, mean absolute deviation) of two or more different data sets.
MGSE9-12.S.ID.3: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
MGSE9-12.S.ID.6c: Using given or collected bivariate data, fit a linear function for a scatter plot that suggests a linear association.
MGSE9-12.S.ID.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
MGSE9-12.S.ID.8: Compute (using technology) and interpret the correlation coefficient “r” of a linear fit. (For instance, by looking at a scatterplot, students should be able to tell if the correlation coefficient is positive or negative and give a reasonable estimate of the “r” value.) After calculating the line of best fit using technology, students should be able to describe how strong the goodness of fit of the regression is, using “r”.
Correlation last revised: 4/4/2018