ABCDEFGHIJKLMNOPQRSTUVWXYZAAABACADAEAFAGAHAIAJAKALAMANAOAPAQARASATAUAVAWAXAYAZBABBBCBDBEBFBGBHBIBJBKBLBMBNBOBPBQBRBSBTBUBVBWBXBYBZCACBCCCDCECFCGCHCICJCKCLCMCNCOCPCQCRCSCTCUCV
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High School Standards Prioritization Tables
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Conceptual Category: Number and Quantity Domain: The Real Number System
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StandardLanguage of StandardCourses
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A1GA2M1M2M3
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Cluster: Extend the properties of exponents to rational exponents.
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HS.N.RN.A.1^~Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.E--P--P--
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HS.N.RN.A.2^~
See Note		Rewrite expressions involving radicals and rational exponents using the properties of exponents.

Note: Reduce the number of repetitious practice problems that would normally be assigned to students for this topic.		E--R--R--
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Cluster: Use properties of rational and irrational numbers.
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HS.N.RN.B.3^~Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.E------E--
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Conceptual Category: Number and Quantity
Domain: Quantities
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StandardLanguage of StandardCourses
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A1GA2M1M2M3
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Cluster: Reason quantitatively and use units to solve problems.

Note: All standards in this cluster require students to work with quantities and the relationships between them provides grounding for work with expressions, equations, and functions.
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HS.N.Q.A.1^~Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.P----P----
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HS.N.Q.A.2^~Define appropriate quantities for the purpose of descriptive modeling.P--EP----
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HS.N.Q.A.3^~Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.P----P----
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Conceptual Category: Number and Quantity
Domain: The Complex Number System
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StandardLanguage of StandardCourses
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A1GA2M1M2M3
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Cluster: Perform arithmetic operations with complex numbers.
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HS.N.CN.A.1
See Note		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.

Note: Combine lessons with N.CN.C.7 and A.REI.B.4b to address key concepts and reduce the amount of time spent on this standard.		----R--R--
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HS.N.CN.A.2
See Note		Use the relation i2 = -1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.

Note: Reduce the number of repetitious practice problems that would normally be assigned to students for this topic.		----R--R--
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HS.N.CN.A.3(+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.------------
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Cluster: Represent complex numbers and their operations on the complex plane.
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HS.N.CN.B.4(+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number.------------
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HS.N.CN.B.5(+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (-1 + √3 i)3 = 8 because (-1 + √3 i) has modulus 2 and argument 120°.------------
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HS.N.CN.B.6(+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.------------
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Cluster: Use complex numbers in polynomial identities and equations.
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HS.N.CN.C.7
See Note		Solve quadratic equations with real coefficients that have complex solutions.

Note: Reduce the number of repetitious practice problems that would normally be assigned to students for this topic.		----R--R--
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HS.N.CN.C.8(+) Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x - 2i).----E--EE
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HS.N.CN.C.9(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.----E--EE
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Note: Vector Quantities and Matrices are not included in AGA or M1M2M3
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Conceptual Category: Algebra
Domain: Seeing Structure in Expressions
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StandardLanguage of StandardCourses
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A1GA2M1M2M3
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Cluster: Interpret the structure of expressions.
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HS.A-SSE.A.1Interpret expressions that represent a quantity in terms of its context.
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HS.A-SSE.A.1a^*Interpret parts of an expression, such as terms, factors, and coefficients.P--PPPP
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HS.A-SSE.A.1b^*
See Note		Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)2 as the product of P and a factor not depending on P.

Note: Reduce overall emphasis, but retain focus on interpreting expressions to shed light on a quantity in context (as described in parent standard A-SSE.A.1).		R--RRRR
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HS.A-SSE.A.2^~
See Note		Use the structure of an expression to identify ways to rewrite it. For example, see x2 - y4 as (x2)2 - (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 - y2)(x2 + y2).

Note: Reduce overall emphasis in earlier algebra-focused courses.		R--P--RP
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Cluster: Write expressions in equivalent forms to solve problems.
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HS.A-SSE.B.3Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
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HS.A-SSE.B.3a^*Factor a quadratic expression to reveal the zeros of the function it defines.P------P--
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HS.A-SSE.B.3b^*
See Note		Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.

Note: Reduce the number of repetitious practice problems that would normally be assigned to students for this topic and emphasize the value of the form of the expression over fluency with the specific process of completing the square. Connect to students’ work on A-REI.B.4a.		R------R--
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HS.A-SSE.B.3c^*Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.P--E--P--
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HS.A-SSE.B.4*^
See Note		Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.

Note: Combine with F-BF.A.2.		----R----R
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Conceptual Category: Algebra
Domain: Arithmetic with Polynomials & Rational Expressions
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StandardLanguage of StandardCourses
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A1GA2M1M2M3
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Cluster: Perform arithmetic operations on polynomials.
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HS.A-APR.A.1^
See Note		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.

Note: A-APR.1 - Less emphasis on adding/subtracting and more prioritize multiplying. Combine lessons with A-SSE 2 to address key concepts and reduce the amount of time spent on this standard.		R--P--RP
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Cluster: Understand the relationship between zeros and factors of polynomials.
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HS.A-.APR.B.2^
See Note		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).

Note: Reduce overall emphasis and the number of repetitious practice problems.		----R----R
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HS.A-APR.B.3^Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.E--P----P
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Cluster: Use polynomial identities to solve problems.
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HS.A-APR.C.4^Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x2 + y2)2 = (x2 - y2)2 + (2xy)2 can be used to generate Pythagorean triples.----E----E
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HS.A-APR.C.5^(+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal's Triangle.----E----E
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Cluster: Rewrite rational expressions.
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HS.A-APR.D.6^
See Note		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.

Note: Reduce the number of repetitious practice problems that would normally be assigned to students for this topic. Connect to A-APR.B.2.		----R----R
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HS.A-APR.D.7^(+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.----E----E
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Conceptual Category: Algebra
Domain: Creating Equations
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StandardLanguage of StandardCourses
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A1GA2M1M2M3
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Cluster: Create equations that describe numbers or relationships.
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HS.A-CED.A.1^*Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.P--PPPP
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HS.A-CED.A.2^*Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.P--PPPP
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HS.A-CED.A.3^*Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.P--PP--P
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HS.A-CED.A.4^*
See Note		Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm's law V = IR to highlight resistance R.

Note: Reduce the number of repetitious practice problems that would normally be assigned to students for this topic.		P--PPPR
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Conceptual Category: Algebra
Domain: Reasoning with Equations and Inequalities
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StandardLanguage of StandardCourses
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A1GA2M1M2M3
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Cluster: Understand solving equations as a process of reasoning and explain the reasoning.
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HS.A-REI.A.1^~
See Note		Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

Note: Lessen the normal emphasis on problem types related to explaining each step and elevate the importance of constructing viable arguments.		R--ER----
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HS.A-REI.A.2^Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.----P----P
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Cluster: Solve equations and inequalities in one variable.
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HS.A-REI.B.3^
See Note		Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Note: Reduce the number of repetitious practice problems that would normally be assigned to students for this topic.		R----R----
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HS.A-REI.B.4Solve quadratic equations in one variable.
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HS.A-REI.B.4a^
See Note		Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)2 = q that has the same solutions. Derive the quadratic formula from this form.

Note: Lessen the normal emphasis on deriving the quadratic formula and reduce the number of repetitious practice problems that would normally be assigned to students for this topic.		R------R--
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HS.A-REI.B.4b^~
See Note		Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

Note: Lessen the emphasis on completing the square and emphasize solving by inspection, taking square roots, quadratic formula, and factoring; recognize when quadratic formula gives non-real solutions but reduce emphasis on this case.		R--R--R--
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Cluster: Solve systems of equations.
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HS.A-REI.C.5^Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.E----E----
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HS.A-REI.C.6^Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.P--EP----
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HS.A-REI.C.7^
See Note		Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = -3x and the circle x2 + y2 = 3.

Note: Reduce the number of repetitious practice problems that would normally be assigned to students for this topic.		R--E--R--
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HS.A-REI.C.8(+) Represent a system of linear equations as a single matrix equation in a vector variable.------------
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HS.A-REI.C.9(+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).------------
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Cluster: Represent and solve equations and inequalities graphically.
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HS.A-REI.D.10^Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).P----P----
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Cluster: Represent and solve equations and inequalities graphically. (continued)
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HS.A-REI.D.11^*~Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.P--PP--P