Common CoreHigh School Math Courses - Common Core Curriculum
Discover Common Core-aligned high school math courses, including Pre-Algebra. Explore comprehensive content, learning pathways, and expert guidance to excel in your math journey.
Common Core High School Math CurriculumHelp
Common Core ID | Standard | StudyPug Topic |
|---|---|---|
CC.HSN.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. |
CC.HSN.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. |
CC.HSN.Q.A.2 | Define appropriate quantities for the purpose of descriptive modeling. |
CC.HSA.SSE.A.1 | Interpret expressions that represent a quantity in terms of its context. |
CC.HSA.SSE.A.2 | Use the structure of an expression to identify ways to rewrite it. |
CC.HSA.SSE.B.3 | Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. |
CC.HSA.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. |
CC.HSA.CED.A.2 | Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. |
CC.HSA.CED.A.3 | Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. |
CC.HSA.CED.A.4 | Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. |
CC.HSA.REI.A.1 | 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. |
CC.HSA.REI.B.3 | Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. |
CC.HSA.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. |
CC.HSA.REI.C.6 | Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. |
CC.HSA.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). |
CC.HSA.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. |
CC.HSA.REI.D.12 | Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. |
CC.HSF.IF.A.1 | Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). |
CC.HSF.IF.A.2 | Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. |
CC.HSF.IF.A.3 | Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. |
CC.HSF.IF.B.4 | For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. |
CC.HSF.IF.B.5 | Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. |
CC.HSF.IF.B.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. |
CC.HSF.IF.C.7 | Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. |
CC.HSF.IF.C.8 | Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. |
CC.HSF.IF.C.9 | Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). |
CC.HSF.BF.A.1 | Write a function that describes a relationship between two quantities. |
CC.HSF.BF.A.2 | Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. |
CC.HSF.BF.B.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. |
CC.HSF.LE.A.1 | Distinguish between situations that can be modeled with linear functions and with exponential functions. |
CC.HSF.LE.A.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). |
CC.HSG.GPE.B.7 | Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. |
CC.HSS.ID.A.1 | Represent data with plots on the real number line (dot plots, histograms, and box plots). |
CC.HSS.ID.A.2 | Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. |
CC.HSS.ID.A.3 | Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). |
CC.HSS.ID.B.5 | Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. |
CC.HSS.ID.B.6 | Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. |