### N: Number and Quantity

#### N-CN: The Complex Number System

1.1.1: Perform arithmetic operations with complex numbers.

N-CN.1: Students will: 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.

N-CN.2: Students will: Use the relation i² = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.

N-CN.3: Students will: Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.

1.1.2: Use complex numbers in polynomial identities and equations.

N-CN.4: Students will: Solve quadratic equations with real coefficients that have complex solutions.

#### N-VM: Vector and Matrix Quantities

1.2.1: Perform operations on matrices and use matrices in applications.

N-VM.7: Students will: Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.

N-VM.8: Students will: Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.

N-VM.9: Students will: Add, subtract, and multiply matrices of appropriate dimensions.

N-VM.11: Students will: 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.

### A: Algebra

#### A-SSE: Seeing Structure in Expressions

2.1.1: Interpret the structure of expressions.

A-SSE.12: Students will: Interpret expressions that represent a quantity in terms of its context.

A-SSE.12.a: Interpret parts of an expression such as terms, factors, and coefficients.

A-SSE.12.b: Interpret complicated expressions by viewing one or more of their parts as a single entity.

A-SSE.13: Students will: Use the structure of an expression to identify ways to rewrite it.

#### A-APR: Arithmetic with Polynomials and Rational Expressions

2.3.1: Perform arithmetic operations on polynomials.

A-APR.15: Students will: Understand that polynomials form a system analogous to the integers; namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

2.3.2: Understand the relationship between zeros and factors of polynomials.

A-APR.16: Students will: Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).

A-APR.17: Students will: Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.

2.3.3: Use polynomial identities to solve problems.

A-APR.18: Students will: Prove polynomial identities and use them to describe numerical relationships.

2.3.4: Rewrite rational expressions.

A-APR.19: Students will: Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or for the more complicated examples, a computer algebra system.

#### A-CED: Creating Equations

2.4.1: Create equations that describe numbers or relationships.

A-CED.20: Students will: Create equations and inequalities in one variable and use them to solve problems.

A-CED.21: Students will: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

A-CED.22: Students will: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.

A-CED.23: Students will: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

#### A-REI: Reasoning with Equations and Inequalities

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

A-REI.24: Students will: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

2.5.2: Solve equations and inequalities in one variable.

A-REI.25: Students will: Recognize when the quadratic formula gives complex solutions, and write them as a ± bi for real numbers a and b.

2.5.3: Solve systems of equations.

A-REI.26: Students will: Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).

2.5.4: Represent and solve equations and inequalities graphically.

A-REI.27: Students will: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

#### A-CS: Conic Sections

2.6.1: Understand the graphs and equations of conic sections.

A-CS.28: Students will: Create graphs of conic sections, including parabolas, hyperbolas, ellipses, circles, and degenerate conics, from second-degree equations.

A-CS.28.a: Formulate equations of conic sections from their determining characteristics.

### F: Functions

#### F-IF: Interpreting Functions

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

F-IF.29: Students will: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.

3.1.2: Analyze functions using different representations.

F-IF.30: Students will: Graph functions expressed symbolically, and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

F-IF.30.a: Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.

F-IF.30.b: Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

F-IF.30.c: Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

F-IF.31: Students will: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

F-IF.31.a: Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

F-IF.31.b: Use the properties of exponents to interpret expressions for exponential functions.

F-IF.32: Students will: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

#### F-BF: Building Functions

3.2.1: Build a function that models a relationship between two quantities.

F-BF.33: Students will: Write a function that describes a relationship between two quantities.

F-BF.33.a: Combine standard function types using arithmetic operations.

3.2.2: Build new functions from existing functions.

F-BF.34: Students will: Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology.

F-BF.35: Students will: Find inverse functions.

F-BF.35.a: Solve an equation of the form f(x) = c for a simple function f that has an inverse, and write an expression for the inverse.

#### F-LE: Linear, Quadratic, and Exponential Models

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

F-LE.36: Students will: For exponential models, express as a logarithm the solution to (ab) to the (ct) power = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.

#### F-TF: Trigonometric Functions

3.4.1: Extend the domain of trigonometric functions using the unit circle.

F-TF.37: Students will: Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.

F-TF.38: Students will: Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.

F-TF.39: Students will: Define the six trigonometric functions using ratios of the sides of a right triangle, coordinates on the unit circle, and the reciprocal of other functions.

3.4.3: Model periodic phenomena with trigonometric functions.

F-TF.40: Students will: Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.

### S: Statistics and Probability

#### S-MD: Using Probability to Make Decisions

4.1.1: Use probability to evaluate outcomes of decisions.

S-MD.41: Students will: Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).

S-MD.42: Students will: Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).

#### S-CP: Conditional Probability and the Rules of Probability

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

S-CP.43: Students will: Describe events as subsets of a sample space (the set of outcomes), using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).

S-CP.44: Students will: Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.

S-CP.45: Students will: Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities.

S-CP.46: Students will: Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.

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

S-CP.47: Students will: Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model.

S-CP.49: Students will: Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.

S-CP.50: Students will: Use permutations and combinations to compute probabilities of compound events and solve problems.

Correlation last revised: 3/17/2020

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