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1 | CCSS | LAUSD | Standardâ€™s Exact Wording | Skills + Extra | Rate the | Digital | ||

2 | Stand. | Unit | VOCABULARY words are underlined | Vocabulary | Description | Resource | Resource | Version inâ€¦ |

3 | THE REAL NUMBER SYSTEM: Extend the properties of exponents to rational exponents. | |||||||

4 | N.RN.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 deÂ¬ne 51/3to be the cube root of 5 because we want (5 ^1/3)^3 = 5^(1/3)^3 to hold, so (5 ^1/3)^3 must equal 5. | ||||||

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10 | N.RN.2 | Rewrite expressions involving radicals and rational exponents using the properties of exponents | ||||||

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12 | Use properties of rational and irrational numbers. | |||||||

13 | 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 nonzero rational number and an irrational number is irrational. | ||||||

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16 | QUANTITIES: Reason quantitatively and use units to solve problems (Foundation for work with expressions, equations, and functions) | |||||||

17 | N.Q.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 | |||||

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19 | N.Q.2 | * | Define appropriate quantities for the purpose of descriptive modeling | |||||

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21 | N.Q.3 | * | Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. | |||||

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