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Pros: Free and easytouse tool that gives students a visual way to understand expressions, and teachers a powerful platform for instruction.
Cons: Without significant help, less experienced students might struggle when things get complicated.
Bottom Line: Part calculator, part interactive simulation tool, Desmos is a standout example of inquirydriven math with supersmart instructional supports.
Desmos can be used in a range of different ways. It can be used as a free graphing calculator, saving students from purchasing a $100 calculator. Teachers can use it to make highquality images for assessments and presentations. But the classroom activities are where Desmos really stands out. Teachers can use Desmos to help students connect mathematical concepts to concrete, realworld shapes and pictures. Starting an activity with your students is easy: Simply have the kids enter the activity code into the website. Prior to assigning an activity, try the student preview.
Teacher moves are listed at the bottom of activities, giving specific ways you can coach your kids while they're working. Progress can be monitored using the teacher dashboard. Using this information, teachers can work specifically with students one at a time or pause the whole class if most are headed down the wrong path. Desmos can also be a powerful tool in leading math discourse. Use the Snapshot tool to capture specific student responses and sequence them in the best order to drive class conversation.
Continue reading Show lessDesmos is a free graphing and teaching tool for math available on the web as well as on iOS and Android. In addition to plotting equations, classroom activities are available to help students learn about a variety of math concepts. For example, students can learn how to transform periodic functions by trying to slide marbles through points on a graph. Or they can plug in their own equation and see what kind of graph pops up; sliders allow students to adjust values and see what happens. Users can also click directly on the graph to find the coordinates of points of intersection, maxima, and minima.
Desmos encourages students to practice math skills as well as play with math to express their creativity. Kids can enter an unlimited number of mathematical expressions and instantly see results graphed on the page. A variety of colors and features make it possible to turn graphs into complex and realistic drawings. With a free Desmos account, students and teachers can save graphs to revisit later.
Desmos takes an inquiry approach to learning math. Students manipulate different parts of an equation to change the shape of a graph in an effort to meet a goal, such as sliding a marble through stars. Perseverance is encouraged since kids can adjust and try again if the graph doesn't look quite right. Other tools like ExploreLearning Gizmos also let kids manipulate graphs by changing the equation, but Desmos empowers students to collaborate with each other. Students can ask each other questions and try out challenges created by their peers.
Several features make Desmos a standout graphing option for students with varying math skills. Beginners benefit from the ability to use sliders as substitutes for undefined variables. This way, kids can actually watch the graph move and change shape as they click and drag the variable up and down. A feature that may appeal to more advanced users is the ability to graph tables and inequalities. Tables can be prepopulated with expressions or entered manually, and they let students graph groups of numbers at the same time.
Overall Rating
Engagement Would it motivate students and hold their interest? Is it visually appealing? Would it inspire teachers to try something new or change their instruction?
Students will have a blast transforming their understanding of expressions into dynamic and colorful pictures and graphs. The easytouse interface lets kids jump right in.
Pedagogy Does the tool help teachers promote a more studentcentered experience? Will students gain conceptual understanding or think critically? Does it deepen teachers’ pedagogical thinking?
Students learn by doing and instantly see changes to their graphs as they manipulate values. The activities allow students to play and help them figure out how functions are graphed.
Support Can students and teachers get assistance when they need it? Is it created with people of different abilities and backgrounds in mind? Is learning reinforced and extended beyond the digital experience?
Clear directions and tips are provided along the way, sometimes in many languages. Teachers can track individual student's graphs as they're working, and then use the Snapshot tool to use student work examples to teach concepts.
Key Standards Supported
Arithmetic With Polynomials And Rational Expressions
 HSA.APR.1
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.
 HSA.APR.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.
 HSA.APR.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.1
Building Functions
 HSF.BF.1
Write a function that describes a relationship between two quantities.
 HSF.BF.1.a
Determine an explicit expression, a recursive process, or steps for calculation from a context.
 HSF.BF.1.b
Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
 HSF.BF.1.c
(+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.
 HSF.BF.2
Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
 HSF.BF.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. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
 HSF.BF.4
Find inverse functions.
 HSF.BF.4.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. For example, f(x) =2 x3 or f(x) = (x+1)/(x–1) for x ≠ 1.
 HSF.BF.4.b
(+) Verify by composition that one function is the inverse of another.
 HSF.BF.4.c
(+) Read values of an inverse function from a graph or a table, given that the function has an inverse.
 HSF.BF.4.d
(+) Produce an invertible function from a noninvertible function by restricting the domain.
 HSF.BF.5
(+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
Conditional Probability And The Rules Of Probability
 HSS.CP.1
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”).
 HSS.CP.2
Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
 HSS.CP.3
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.
 HSS.CP.4
Construct and interpret twoway frequency tables of data when two categories are associated with each object being classified. Use the twoway table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.
 HSS.CP.5
Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.
 HSS.CP.6
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.
 HSS.CP.7
Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.
 HSS.CP.8
(+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(BA) = P(B)P(AB), and interpret the answer in terms of the model.
 HSS.CP.9
(+) Use permutations and combinations to compute probabilities of compound events and solve problems.
Expressions And Equations
 6.EE.1
Write and evaluate numerical expressions involving wholenumber exponents.
 6.EE.2
Write, read, and evaluate expressions in which letters stand for numbers.
 6.EE.2.a
Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.
 6.EE.2.b
Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
 6.EE.2.c
Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in realworld problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.
 6.EE.3
Apply the properties of operations to generate equivalent expressions.
 6.EE.4
Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
 6.EE.5
Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
 6.EE.6
Use variables to represent numbers and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
 6.EE.7
Solve realworld and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
 6.EE.8
Write an inequality of the form x > c or x < c to represent a constraint or condition in a realworld or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
 6.EE.9
Use variables to represent two quantities in a realworld problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
 7.EE.3
Solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
 7.EE.4
Use variables to represent quantities in a realworld or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
 7.EE.4.a
Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
 7.EE.4.b
Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.
 7.EE.1
Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
 7.EE.2
Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”
 8.EE.7
Solve linear equations in one variable.
 8.EE.7.a
Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
 8.EE.7.b
Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
 8.EE.8
Analyze and solve pairs of simultaneous linear equations.
 8.EE.8.a
Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
 8.EE.8.b
Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
 8.EE.8.c
Solve realworld and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
 8.EE.5
Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distancetime graph to a distancetime equation to determine which of two moving objects has greater speed.
 8.EE.6
Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
 8.EE.1
Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27.
 8.EE.2
Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.
 8.EE.3
Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger.
 8.EE.4
Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
Functions
 8.F.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
 8.F.2
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
 8.F.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
 8.F.4
Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
 8.F.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Interpreting Categorical And Quantitative Data
 HSS.ID.7
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
 HSS.ID.8
Compute (using technology) and interpret the correlation coefficient of a linear fit.
 HSS.ID.9
Distinguish between correlation and causation.
 HSS.ID.1
Represent data with plots on the real number line (dot plots, histograms, and box plots).
 HSS.ID.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.
 HSS.ID.3
Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
 HSS.ID.4
Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
 HSS.ID.5
Summarize categorical data for two categories in twoway 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.
 HSS.ID.6
Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
 HSS.ID.6.a
Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
 HSS.ID.6.b
Informally assess the fit of a function by plotting and analyzing residuals.
 HSS.ID.6.c
Fit a linear function for a scatter plot that suggests a linear association.
Interpreting Functions
 HSF.IF.7
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
 HSF.IF.7.a
Graph linear and quadratic functions and show intercepts, maxima, and minima.
 HSF.IF.7.b
Graph square root, cube root, and piecewisedefined functions, including step functions and absolute value functions.
 HSF.IF.7.c
Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
 HSF.IF.7.d
(+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
 HSF.IF.7.e
Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
 HSF.IF.8
Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
 HSF.IF.8.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.
 HSF.IF.8.b
Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.
 HSF.IF.9
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
 HSF.IF.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. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
 HSF.IF.5
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of personhours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
 HSF.IF.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.
 HSF.IF.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).
 HSF.IF.2
Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
 HSF.IF.3
Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n1) for n ≥ 1.
Linear, Quadratic, And Exponential Models
 HSF.LE.1
Distinguish between situations that can be modeled with linear functions and with exponential functions.
 HSF.LE.1.a
Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
 HSF.LE.1.b
Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
 HSF.LE.1.c
Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
 HSF.LE.2
Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (include reading these from a table).
 HSF.LE.3
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
 HSF.LE.4
For exponential models, express as a logarithm the solution to abct =dwherea,c,anddarenumbersandthebasebis2,10,ore; evaluate the logarithm using technology.
 HSF.LE.5
Interpret the parameters in a linear or exponential function in terms of a context.
Making Inferences And Justifying Conclusions
 HSS.IC.3
Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
 HSS.IC.4
Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
 HSS.IC.5
Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
 HSS.IC.6
Evaluate reports based on data.
 HSS.IC.1
Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
 HSS.IC.2
Decide if a specified model is consistent with results from a given datagenerating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?
Reasoning With Equations And Inequalities
 HSA.REI.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).
 HSA.REI.11
Explain why the xcoordinates 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.
 HSA.REI.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 halfplanes.
 HSA.REI.3
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
 HSA.REI.4
Solve quadratic equations in one variable.
 HSA.REI.4.a
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.
 HSA.REI.4.b
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.
 HSA.REI.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.
 HSA.REI.6
Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
 HSA.REI.7
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.
 HSA.REI.8
(+) Represent a system of linear equations as a single matrix equation in a vector variable.
 HSA.REI.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).
 HSA.REI.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.
 HSA.REI.2
Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
Seeing Structure In Expressions
 HSA.SSE.1
Interpret expressions that represent a quantity in terms of its context.
 HSA.SSE.1.a
Interpret parts of an expression, such as terms, factors, and coefficients.
 HSA.SSE.1.b
Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.
 HSA.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).
 HSA.SSE.3
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
 HSA.SSE.3.a
Factor a quadratic expression to reveal the zeros of the function it defines.
 HSA.SSE.3.b
Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
 HSA.SSE.3.c
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%.
 HSA.SSE.4
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.
Statistics And Probability
 6.SP.1
Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
 6.SP.2
Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
 6.SP.3
Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
 6.SP.4
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
 6.SP.5
Summarize numerical data sets in relation to their context, such as by:
 6.SP.5.a
Reporting the number of observations.
 6.SP.5.b
Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
 6.SP.5.c
Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
 6.SP.5.d
Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
 7.SP.3
Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
 7.SP.4
Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventhgrade science book are generally longer than the words in a chapter of a fourthgrade science book.
 7.SP.5
Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
 7.SP.6
Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
 7.SP.7
Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
 7.SP.7.a
Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.
 7.SP.7.b
Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land openend down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?
 7.SP.8
Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
 7.SP.8.a
Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
 7.SP.8.b
Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.
 7.SP.8.c
Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?
 7.SP.1
Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
 7.SP.2
Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.
 8.SP.1
Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
 8.SP.2
Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
 8.SP.3
Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
 8.SP.4
Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a twoway table. Construct and interpret a twoway table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?
Trigonometric Functions
 HSF.TF.1
Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
 HSF.TF.2
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.
 HSF.TF.3
(+) Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π–x, π+x, and 2π–x in terms of their values for x, where x is any real number.
 HSF.TF.4
(+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.
 HSF.TF.5
Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
 HSF.TF.6
(+) Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.
 HSF.TF.7
(+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
 HSF.TF.8
Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to calculate trigonometric ratios.
 HSF.TF.9
(+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.
Using Probability To Make Decisions
 HSS.MD.4
(+) Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value. For example, find a current data distribution on the number of TV sets per household in the United States, and calculate the expected number of sets per household. How many TV sets would you expect to find in 100 randomly selected households?
 HSS.MD.1
(+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.
 HSS.MD.2
(+) Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.
 HSS.MD.3
(+) Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on
 Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
 HSS.MD.5
(+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.
 HSS.MD.5.a
Find the expected payoff for a game of chance. For example, find the expected winnings from a state lottery ticket or a game at a fast food restaurant.
 HSS.MD.5.b
Evaluate and compare strategies on the basis of expected values. For example, compare a highdeductible versus a lowdeductible automobile insurance policy using various, but reasonable, chances of having a minor or a major accident.
 HSS.MD.6
(+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
 HSS.MD.7
(+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
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