numbers with one or more A REI Understand solving variables equations as a process of reasoning and explain the reasoning. Progress Indicator: H.NO.2b operating with irrational and complex numbers Core Content Connectors: 9-12 CCSS Domain/Cluster Common Core State Standard N.RN.3 Explain why the sum or product of two rational numbers H.NO.2b1 Explain the pattern for The Real Number System the sum or product for N RN Use properties of rational is rational; that the sum of a rational number and an irrational combinations of rational and irrational numbers. number is irrational; and that the product of a non-zero rational number and an irrational number is irrational. irrational numbers Progress Indicator: H.NO.2c identifying exponential situations and applying the laws and properties of exponents in simplifying expressions and solving equations Core Content Connectors: 9-12 CCSS Domain/Cluster Common Core State Standard H.NO.2c1 Simplify expressions Seeing Structure in Expressions A.SSE.2 Use the structure of an expression to identify ways to A SSE Interpret the structures of rewrite it. that include exponents For example, see x4 y4 as (x2)2 (y2)2, thus – – expressions. recognizing it as a difference of squares that can be factored as (x2 y2)(x2 + y2). – H.NO.2c2 Rewrite expressions The Real Number System N.RN.2 Rewrite expressions involving radicals and rational that include rational exponents N RN Extend the properties of exponents using the properties of exponents. exponents to rational exponents. A.SSE.2 Use the structure of an expression to identify ways to rewrite it. For example, see x4 y4 as (x2)2 (y2)2, thus – – Seeing Structure in Expressions recognizing it as a difference of squares that can be factored as A SSE Interpret the structures of (x2 y2)(x2 + y2). – expressions. Explanations and clarifications: Not included: H.PRF.1d recognizing that there limitations in mathematics models A.CE-3 S.IC-2
numbers with one or more variables A REI Understand solving equations as a process of reasoning and explain the reasoning. Progress Indicator: H.NO.2b operating with irrational and complex numbers Core Content Connectors: 9-12 CCSS Domain/Cluster Common Core State Standard H.NO.2b1 Explain the pattern for the sum or product for combinations of rational and irrational numbers The Real Number System N RN Use properties of rational irrational numbers. N.RN.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 non-zero rational number and an irrational number is irrational. Progress Indicator: H.NO.2c identifying exponential situations and applying the laws and properties of exponents in simplifying expressions and solving equations Core Content Connectors: 9-12 CCSS Domain/Cluster Common Core State Standard H.NO.2c1 Simplify expressions that include exponents Seeing Structure in Expressions A SSE Interpret the structures of expressions. A.SSE.2 Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2). H.NO.2c2 Rewrite expressions that include rational exponents The Real Number System N RN Extend the properties of exponents to rational exponents. Seeing Structure in Expressions A SSE Interpret the structures of expressions. N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents. A.SSE.2 Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2). Explanations and clarifications: Not included: H.PRF.1d recognizing that there limitations in mathematics models A.CE-3 S.IC-2
Numbers%20and%20Operations%202.docx