ࡱ > g Ŗ bjbjVV 4` r< r< @ |H |H U U U U U U U U 8 "V T vV U JY JY ( rY rY rY MZ " oZ {Z _ a a a a a a $ : U ] MZ MZ ] ] U U rY rY ` ` ` ] U rY U rY _ ` ] _ ` ` N rY jR 1^ K 0 3 < ^ < ` < U X Z 1[ | ` [ d \ Z Z Z C` v Z Z Z ] ] ] ] < Z Z Z Z Z Z Z Z Z |H T : Publisher:Program Title:Components:Grade Level(s):Intended Audience:Standards Map - Basic Comprehensive ProgramGrades Eight Through Twelve - MathematicsThe standards for grades eight through twelve are organized differently from those for kindergarten through grade seven. In this section strands are not used for organizational purposes as they are in the elementary grades because the mathematics studied in grades eight through twelve falls naturally under discipline headings: algebra, geometry, and so forth. Many schools teach this material in traditional courses; others teach it in an integrated fashion. To allow local educational agencies and teachers flexibility in teaching the material, the standards for grades eight through twelve do not mandate that a particular discipline be initiated and completed in a single grade. The core content of these subjects must be covered; students are expected to achieve the standards however these subjects are sequenced.PUBLISHER CITATIONS*FOR LEA USE ONLYMeetsStandardGradeStandardText of StandardPrimarySecondaryYNLocal Education Agency#CitationCitationEvaluator NotesDISCIPLINEAlgebra I Symbolic reasoning and calculations with symbols are central in algebra. Through the study of algebra, a student develops an understanding of the symbolic language of mathematics and the sciences. In addition, algebraic skills and concepts are developed and used in a wide variety of problem-solving situations.8-121.0Students identify and use the arithmetic properties of subsets of integers and rational, irrational, and real numbers, including closure properties for the four basic arithmetic operations where applicable:8-121.1Students use properties of numbers to demonstrate whether assertions are true or false.8-122.0Students understand and use such operations as taking the opposite, finding the reciprocal, taking a root, and raising to a fractional power. They understand and use the rules of exponents.8-123.0Students solve equations and inequalities involving absolute values.8-124.0Students simplify expressions before solving linear equations and inequalities in one variable, such as 3(2x-5) + 4(x-2) = 12.8-125.0Students solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step.8-126.0Students graph a linear equation and compute the x- and y-intercepts (e.g., graph C262x + 6y = 4). They are also able to sketch the region defined by linear inequality (e.g., they sketch the region defined by (2x + 6y < 4).8-127.0Students verify that a point lies on a line, given an equation of the line. Students are able to derive linear equations by using the point-slope formula.8-128.0Students understand the concepts of parallel lines and perpendicular lines and how those slopes are related. Students are able to find the equation of a line perpendicular to a given line that passes through a given point.8-129.0Students solve a system of two linear equations in two variables algebraically and are able to interpret the answer graphically. Students are able to solve a system of two linear inequalities in two variables and to sketch the solution sets.8-1210.0Students add, subtract, multiply, and divide monomials and polynomials. Students solve multistep problems, including word problems, by using these techniques.8-1211.0Students apply basic factoring techniques to second- and simple third-degree polynomials. These techniques include finding a common factor for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials.8-1212.0Students simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms.8-1213.0Students add, subtract, multiply, and divide rational expressions and functions. Students solve both computationally and conceptually challenging problems by using these techniques.8-1214.0Students solve a quadratic equation by factoring or completing the square.8-1215.0Students apply algebraic techniques to solve rate problems, work problems, and percent mixture problems.8-1216.0Students understand the concepts of a relation and a function, determine whether a given relation defines a function, and give pertinent information about given relations and functions.8-1217.0Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression.8-1218.0Students determine whether a relation defined by a graph, a set of ordered pairs, or a symbolic expression is a function and justify the conclusion.8-1219.0Students know the quadratic formula and are familiar with its proof by completing the square.8-1220.0Students use the quadratic formula to find the roots of a second-degree polynomial and to solve quadratic equations.8-1221.0Students graph quadratic functions and know that their roots are the x-intercepts.8-1222.0Students use the quadratic formula or factoring techniques or both to determine whether the graph of a quadratic function will intersect the x-axis in zero, one, or two points.8-1223.0Students apply quadratic equations to physical problems, such as the motion of an object under the force of gravity.8-1224.0Students use and know simple aspects of a logical argument:8-1224.1Students explain the difference between inductive and deductive reasoning and identify and provide examples of each.8-1224.2Students identify the hypothesis and conclusion in logical deduction.8-1224.3Students use counterexamples to show that an assertion is false and recognize that a single counterexample is sufficient to refute an assertion.8-1225.0Students use properties of the number system to judge the validity of results, to justify each step of a procedure, and to prove or disprove statements:8-1225.1Students use properties of numbers to construct simple, valid arguments (direct and indirect) for, or formulate counterexamples to, claimed assertions.8-1225.2Students judge the validity of an argument according to whether the properties of the real number system and the order of operations have been applied correctly at each step.8-1225.3Given a specific algebraic statement involving linear, quadratic, or absolute value expressions or equations or inequalities, students determine whether the statement is true sometimes, always, or never.DISCIPLINEGeometry
The geometry skills and concepts developed in this discipline are useful to all students. Aside from learning these skills and concepts, students will develop their ability to construct formal, logical arguments and proofs in geometric settings and problems.8-121.0Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning.8-122.0Students write geometric proofs, including proofs by contradiction.8-123.0Students construct and judge the validity of a logical argument and give counterexamples to disprove a statement.8-124.0Students prove basic theorems involving congruence and similarity.8-125.0Students prove that triangles are congruent or similar, and they are able to use the concept of corresponding parts of congruent triangles.8-126.0Students know and are able to use the triangle inequality theorem.8-127.0Students prove and use theorems involving the properties of parallel lines cut by a transversal, the properties of quadrilaterals, and the properties of circles.8-128.0Students know, derive, and solve problems involving the perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures.8-129.0Students compute the volumes and surface areas of prisms, pyramids, cylinders, cones, and spheres; and students commit to memory the formulas for prisms, pyramids, and cylinders.8-1210.0Students compute areas of polygons, including rectangles, scalene triangles, equilateral triangles, rhombi, parallelograms, and trapezoids.8-1211.0Students determine how changes in dimensions affect the perimeter, area, and volume of common geometric figures and solids.8-1212.0Students find and use measures of sides and of interior and exterior angles of triangles and polygons to classify figures and solve problems.8-1213.0Students prove relationships between angles in polygons by using properties of complementary, supplementary, vertical, and exterior angles.8-1214.0Students prove the Pythagorean theorem.8-1215.0Students use the Pythagorean theorem to determine distance and find missing lengths of sides of right triangles.8-1216.0Students perform basic constructions with a straightedge and compass, such as angle bisectors, perpendicular bisectors, and the line parallel to a given line through a point off the line.8-1217.0Students prove theorems by using coordinate geometry, including the midpoint of a line segment, the distance formula, and various forms of equations of lines and circles.8-1218.0Students know the definitions of the basic trigonometric functions defined by the angles of a right triangle. They also know and are able to use elementary relationships between them. For example, tan(x) = sin(x)/cos(x), (sin(x))2 + (cos(x))2 = 1.8-1219.0Students use trigonometric functions to solve for an unknown length of a side of a right triangle, given an angle and a length of a side.8-1220.0Students know and are able to use angle and side relationships in problems with special right triangles, such as 30, 60, and 90 triangles and 45, 45, and 90 triangles.8-1221.0Students prove and solve problems regarding relationships among chords, secants, tangents, inscribed angles, and inscribed and circumscribed polygons of circles.8-1222.0Students know the effect of rigid motions on figures in the coordinate plane and space, including rotations, translations, and reflections.DISCIPLINEAlgebra II
This discipline complements and expands the mathematical content and concepts of algebra I and geometry. Students who master algebra II will gain experience with algebraic solutions of problems in various content areas, including the solution of systems of quadratic equations, logarithmic and exponential functions, the binomial theorem, and the complex number system.8-121.0Students solve equations and inequalities involving absolute value.8-122.0Students solve systems of linear equations and inequalities (in two or three variables) by substitution, with graphs, or with matrices.8-123.0Students are adept at operations on polynomials, including long division.8-124.0Students factor polynomials representing the difference of squares, perfect square trinomials, and the sum and difference of two cubes.8-125.0Students demonstrate knowledge of how real and complex numbers are related both arithmetically and graphically. In particular, they can plot complex numbers as points in the plane.8-126.0Students add, subtract, multiply, and divide complex numbers.8-127.0Students add, subtract, multiply, divide, reduce, and evaluate rational expressions with monomial and polynomial denominators and simplify complicated rational expressions, including those with negative exponents in the denominator.8-128.0Students solve and graph quadratic equations by factoring, completing the square, or using the quadratic formula. Students apply these techniques in solving word problems. They also solve quadratic equations in the complex number system.8-129.0Students demonstrate and explain the effect that changing a coefficient has on the graph of quadratic functions; that is, students can determine how the graph of a parabola changes as a, b, and c vary in the equation y = a(x-b)2 + c.8-1210.0Students graph quadratic functions and determine the maxima, minima, and zeros of the function.8-1211.0Students prove simple laws of logarithms.8-1211.1Students understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.8-1211.2Students judge the validity of an argument according to whether the properties of real numbers, exponents, and logarithms have been applied correctly at each step.8-1212.0Students know the laws of fractional exponents, understand exponential functions, and use these functions in problems involving exponential growth and decay.8-1213.0Students use the definition of logarithms to translate between logarithms in any base.8-1214.0Students understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values.8-1215.0Students determine whether a specific algebraic statement involving rational expressions, radical expressions, or logarithmic or exponential functions is sometimes true, always true, or never true.8-1216.0Students demonstrate and explain how the geometry of the graph of a conic section (e.g., asymptotes, foci, eccentricity) depends on the coefficients of the quadratic equation representing it.8-1217.0Given a quadratic equation of the form ax2 + by2 + cx + dy + e = 0, students can use the method for completing the square to put the equation into standard form and can recognize whether the graph of the equation is a circle, ellipse, parabola, or hyperbola. Students can then graph the equation.8-1218.0Students use fundamental counting principles to compute combinations and permutations.8-1219.0Students use combinations and permutations to compute probabilities.8-1220.0Students know the binomial theorem and use it to expand binomial expressions that are raised to positive integer powers.8-1221.0Students apply the method of mathematical induction to prove general statements about the positive integers.8-1222.0Students find the general term and the sums of arithmetic series and of both finite and infinite geometric series.8-1223.0Students derive the summation formulas for arithmetic series and for both finite and infinite geometric series.8-1224.0Students solve problems involving functional concepts, such as composition, defining the inverse function and performing arithmetic operations on functions.8-1225.0Students use properties from number systems to justify steps in combining and simplifying functions.DISCIPLINETrigonometry
Trigonometry uses the techniques that students have previously learned from the study of algebra and geometry. The trigonometric functions studied are defined geometrically rather than in terms of algebraic equations. Facility with these functions as well as the ability to prove basic identities regarding them is especially important for students intending to study calculus, more advanced mathematics, physics and other sciences, and engineering in college.10-121.0Students understand the notion of angle and how to measure it, in both degrees and radians. They can convert between degrees and radians.10-122.0Students know the definition of sine and cosine as y- and x-coordinates of points on the unit circle and are familiar with the graphs of the sine and cosine functions.10-123.0Students know the identity cos2(x) + sin2(x) = 1:10-123.1Students prove that this identity is equivalent to the Pythagorean theorem (i.e., students can prove this identity by using the Pythagorean theorem and, conversely, they can prove the Pythagorean theorem as a consequence of this identity).10-123.2Students prove other trigonometric identities and simplify others by using the identity cos2(x) + sin2(x) = 1. For example, students use this identity to prove that sec2(x) = tan2(x) + 1.10-124.0Students graph functions of the form f(t) = A sin (Bt + C) or f(t) = A cos (Bt + C) and interpret A, B, and C in terms of amplitude, frequency, period, and phase shift.10-125.0Students know the definitions of the tangent and cotangent functions and can graph them.10-126.0Students know the definitions of the secant and cosecant functions and can graph them.10-127.0Students know that the tangent of the angle that a line makes with the x-axis is equal to the slope of the line.10-128.0Students know the definitions of the inverse trigonometric functions and can graph the functions.10-129.0Students compute, by hand, the values of the trigonometric functions and the inverse trigonometric functions at various standard points.10-1210.0Students demonstrate an understanding of the addition formulas for sines and cosines and their proofs and can use those formulas to prove and/or simplify other trigonometric identities.10-1211.0Students demonstrate an understanding of half-angle and double-angle formulas for sines and cosines and can use those formulas to prove and/or simplify other trigonometric identities.10-1212.0Students use trigonometry to determine unknown sides or angles in right triangles.10-1213.0Students know the law of sines and the law of cosines and apply those laws to solve problems.10-1214.0Students determine the area of a triangle, given one angle and the two adjacent sides.10-1215.0Students are familiar with polar coordinates. In particular, they can determine polar coordinates of a point given in rectangular coordinates and vice versa.10-1216.0Students represent equations given in rectangular coordinates in terms of polar coordinates.10-1217.0Students are familiar with complex numbers. They can represent a complex number in polar form and know how to multiply complex numbers in their polar form.10-1218.0Students know DeMoivres theorem and can give nth roots of a complex number given in polar form.10-1219.0Students are adept at using trigonometry in a variety of applications and word problems.DISCIPLINEMathematical Analysis This discipline combines many of the trigonometric, geometric, and algebraic techniques needed to prepare students for the study of calculus and strengthens their conceptual understanding of problems and mathematical reasoning in solving problems. These standards take a functional point of view toward those topics. The most significant new concept is that of limits. Mathematical analysis is often combined with a course in trigonometry or perhaps with one in linear algebra to make a year-long precalculus course.10-121.0Students are familiar with, and can apply, polar coordinates and vectors in the plane. In particular, they can translate between polar and rectangular coordinates and can interpret polar coordinates and vectors graphically.10-122.0Students are adept at the arithmetic of complex numbers. They can use the trigonometric form of complex numbers and understand that a function of a complex variable can be viewed as a function of two real variables. They know the proof of DeMoivres theorem.10-123.0Students can give proofs of various formulas by using the technique of mathematical induction.10-124.0Students know the statement of, and can apply, the fundamental theorem of algebra.10-125.0Students are familiar with conic sections, both analytically and geometrically:10-125.1Students can take a quadratic equation in two variables; put it in standard form by completing the square and using rotations and translations, if necessary; determine what type of conic section the equation represents; and determine its geometric components (foci, asymptotes, and so forth).10-125.2Students can take a geometric description of a conic sectionfor example, the locus of points whose sum of its distances from (1, 0) and (-1, 0) is 6and derive a quadratic equation representing it.10-126.0Students find the roots and poles of a rational function and can graph the function and locate its asymptotes.10-127.0Students demonstrate an understanding of functions and equations defined parametrically and can graph them.10-128.0Students are familiar with the notion of the limit of a sequence and the limit of a function as the independent variable approaches a number or infinity. They determine whether certain sequences converge or diverge.DISCIPLINELinear Algebra
The general goal in this discipline is for students to learn the techniques of matrix manipulation so that they can solve systems of linear equations in any number of variables. Linear algebra is most often combined with another subject, such as trigonometry, mathematical analysis, or precalculus.10-121.0Students solve linear equations in any number of variables by using Gauss-Jordan elimination.10-122.0Students interpret linear systems as coefficient matrices and the Gauss-Jordan method as row operations on the coefficient matrix.10-123.0Students reduce rectangular matrices to row echelon form.10-124.0Students perform addition on matrices and vectors.10-125.0Students perform matrix multiplication and multiply vectors by matrices and by scalars.10-126.0Students demonstrate an understanding that linear systems are inconsistent (have no solutions), have exactly one solution, or have infinitely many solutions.10-127.0Students demonstrate an understanding of the geometric interpretation of vectors and vector addition (by means of parallelograms) in the plane and in three-dimensional space.10-128.0Students interpret geometrically the solution sets of systems of equations. For example, the solution set of a single linear equation in two variables is interpreted as a line in the plane, and the solution set of a two-by-two system is interpreted as the intersection of a pair of lines in the plane.10-129.0Students demonstrate an understanding of the notion of the inverse to a square matrix and apply that concept to solve systems of linear equations.10-1210.0Students compute the determinants of 2 x 2 and 3 x 3 matrices and are familiar with their geometric interpretations as the area and volume of the parallelepipeds spanned by the images under the matrices of the standard basis vectors in two-dimensional and three-dimensional spaces.10-1211.0Students know that a square matrix is invertible if, and only if, its determinant is nonzero. They can compute the inverse to 2 x 2 and 3 x 3 matrices using row reduction methods or Cramers rule.10-1212.0Students compute the scalar (dot) product of two vectors in n-dimensional space and know that perpendicular vectors have zero dot product.DISCIPLINEProbability and Statistics
This discipline is an introduction to the study of probability, interpretation of data, and fundamental statistical problem solving. Mastery of this academic content will provide students with a solid foundation in probability and facility in processing statistical information.8-121.0Students know the definition of the notion of independent events and can use the rules for addition, multiplication, and complementation to solve for probabilities of particular events in finite sample spaces.8-122.0Students know the definition of conditional probability and use it to solve for probabilities in finite sample spaces.8-123.0Students demonstrate an understanding of the notion of discrete random variables by using them to solve for the probabilities of outcomes, such as the probability of the occurrence of five heads in 14 coin tosses.8-124.0Students are familiar with the standard distributions (normal, binomial, and exponential) and can use them to solve for events in problems in which the distribution belongs to those families.8-125.0Students determine the mean and the standard deviation of a normally distributed random variable.8-126.0Students know the definitions of the mean, median, and mode of a distribution of data and can compute each in particular situations.8-127.0Students compute the variance and the standard deviation of a distribution of data.8-128.0Students organize and describe distributions of data by using a number of different methods, including frequency tables, histograms, standard line and bar graphs, stem-and-leaf displays, scatterplots, and box-and-whisker plots.DISCIPLINEAdvanced Placement Probability and Statistics
This discipline is a technical and in-depth extension of probability and statistics. In particular, mastery of academic content for advanced placement gives students the background to succeed in the Advanced Placement examination in the subject.11-121.0Students solve probability problems with finite sample spaces by using the rules for addition, multiplication, and complementation for probability distributions and understand the simplifications that arise with independent events.11-122.0Students know the definition of conditional probability and use it to solve for probabilities in finite sample spaces.11-123.0Students demonstrate an understanding of the notion of discrete random variables by using this concept to solve for the probabilities of outcomes, such as the probability of the occurrence of five or fewer heads in 14 coin tosses.11-124.0Students understand the notion of a continuous random variable and can interpret the probability of an outcome as the area of a region under the graph of the probability density function associated with the random variable.11-125.0Students know the definition of the mean of a discrete random variable and can determine the mean for a particular discrete random variable.11-126.0Students know the definition of the variance of a discrete random variable and can determine the variance for a particular discrete random variable.11-127.0Students demonstrate an understanding of the standard distributions (normal, binomial, and exponential) and can use the distributions to solve for events in problems in which the distribution belongs to those families.11-128.0Students determine the mean and the standard deviation of a normally distributed random variable.11-129.0Students know the central limit theorem and can use it to obtain approximations for probabilities in problems of finite sample spaces in which the probabilities are distributed binomially.11-1210.0Students know the definitions of the mean, median, and mode of distribution of data and can compute each of them in particular situations.11-1211.0Students compute the variance and the standard deviation of a distribution of data.11-1212.0Students find the line of best fit to a given distribution of data by using least squares regression.11-1213.0Students know what the correlation coefficient of two variables means and are familiar with the coefficients properties.11-1214.0Students organize and describe distributions of data by using a number of different methods, including frequency tables, histograms, standard line graphs and bar graphs, stem-and-leaf displays, scatterplots, and box-and-whisker plots.11-1215.0Students are familiar with the notions of a statistic of a distribution of values, of the sampling distribution of a statistic, and of the variability of a statistic.11-1216.0Students know basic facts concerning the relation between the mean and the standard deviation of a sampling distribution and the mean and the standard deviation of the population distribution.11-1217.0Students determine confidence intervals for a simple random sample from a normal distribution of data and determine the sample size required for a desired margin of error.11-1218.0Students determine the P-value for a statistic for a simple random sample from a normal distribution.11-1219.0Students are familiar with the chi-square distribution and chi-square test and understand their uses.DISCIPLINECalculus
When taught in high school, calculus should be presented with the same level of depth and rigor as are entry-level college and university calculus courses. These standards outline a complete college curriculum in one variable calculus. Many high school programs may have insufficient time to cover all of the following content in a typical academic year. For example, some districts may treat differential equations lightly and spend substantial time on infinite sequences and series. Others may do the opposite. Consideration of the College Board syllabi for the Calculus AB and Calculus BC sections of the Advanced Placement Examination in Mathematics may be helpful in making curricular decisions. Calculus is a widely applied area of mathematics and involves a beautiful intrinsic theory. Students mastering this content will be exposed to both aspects of the subject.11-121.0Students demonstrate knowledge of both the formal definition and the graphical interpretation of limit of values of functions. This knowledge includes one-sided limits, infinite limits, and limits at infinity. Students know the definition of convergence and divergence of a function as the domain variable approaches either a number or infinity:11-121.1Students prove and use theorems evaluating the limits of sums, products, quotients, and composition of functions.11-121.2Students use graphical calculators to verify and estimate limits.11-121.3Students prove and use special limits, such as the limits of (sin(x))/x and (1-cos(x))/x as x tends to 0.11-122.0Students demonstrate knowledge of both the formal definition and the graphical interpretation of continuity of a function.11-123.0Students demonstrate an understanding and the application of the intermediate value theorem and the extreme value theorem.11-124.0Students demonstrate an understanding of the formal definition of the derivative of a function at a point and the notion of differentiability:11-124.1Students demonstrate an understanding of the derivative of a function as the slope of the tangent line to the graph of the function.11-124.2Students demonstrate an understanding of the interpretation of the derivative as an instantaneous rate of change. Students can use derivatives to solve a variety of problems from physics, chemistry, economics, and so forth that involve the rate of change of a function.11-124.3Students understand the relation between differentiability and continuity.11-124.4Students derive derivative formulas and use them to find the derivatives of algebraic, trigonometric, inverse trigonometric, exponential, and logarithmic functions.11-125.0Students know the chain rule and its proof and applications to the calculation of the derivative of a variety of composite functions.11-126.0Students find the derivatives of parametrically defined functions and use implicit differentiation in a wide variety of problems in physics, chemistry, economics, and so forth.11-127.0Students compute derivatives of higher orders.11-128.0Students know and can apply Rolles theorem, the mean value theorem, and LHpitals rule.11-129.0Students use differentiation to sketch, by hand, graphs of functions. They can identify maxima, minima, inflection points, and intervals in which the function is increasing and decreasing.11-1210.0Students know Newtons method for approximating the zeros of a function.11-1211.0Students use differentiation to solve optimization (maximum-minimum problems) in a variety of pure and applied contexts.11-1212.0Students use differentiation to solve related rate problems in a variety of pure and applied contexts.11-1213.0Students know the definition of the definite integral by using Riemann sums. They use this definition to approximate integrals.11-1214.0Students apply the definition of the integral to model problems in physics, economics, and so forth, obtaining results in terms of integrals.11-1215.0Students demonstrate knowledge and proof of the fundamental theorem of calculus and use it to interpret integrals as antiderivatives.11-1216.0Students use definite integrals in problems involving area, velocity, acceleration, volume of a solid, area of a surface of revolution, length of a curve, and work.11-1217.0Students compute, by hand, the integrals of a wide variety of functions by using techniques of integration, such as substitution, integration by parts, and trigonometric substitution. They can also combine these techniques when appropriate.11-1218.0Students know the definitions and properties of inverse trigonometric functions and the expression of these functions as indefinite integrals.11-1219.0Students compute, by hand, the integrals of rational functions by combining the techniques in standard 17.0 with the algebraic techniques of partial fractions and completing the square.11-1220.0Students compute the integrals of trigonometric functions by using the techniques noted above.11-1221.0Students understand the algorithms involved in Simpsons rule and Newtons method. They use calculators or computers or both to approximate integrals numerically.11-1222.0Students understand improper integrals as limits of definite integrals.11-1223.0Students demonstrate an understanding of the definitions of convergence and divergence of sequences and series of real numbers. By using such tests as the comparison test, ratio test, and alternate series test, they can determine whether a series converges.11-1224.0Students understand and can compute the radius (interval) of the convergence of power series.11-1225.0Students differentiate and integrate the terms of a power series in order to form new series from known ones.11-1226.0Students calculate Taylor polynomials and Taylor series of basic functions, including the remainder term.11-1227.0Students know the techniques of solution of selected elementary differential equations and their applications to a wide variety of situations, including growth-and-decay problems.Publisher Notes/Additional Comments (note to publishers: please include grade level/standard when listing comments):
Created by the California Department of Education, November 14, 2005
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l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdP $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd# $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd`' $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd+ $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd/ $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdx3 $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdH7 $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd; $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd> $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdB $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdF $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l j P c36 5 R555P55 5\
9/ / / / a] pP ?kdJ $$If l jִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd|N $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdLR $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd V $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdY $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd] $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kda $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd\e $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdi $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v #v#vP#v#v #v\
:V l ! F c36 5 55P55 5\
9 / / / / /
/ / / / a] pF kdm $$If l !֞ !#%T3 & P \
F c36 4 4
l a] pF $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ /
/ a] pP ?kdZq $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd u $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l : P c36 5 R555P55 5\
9/ / / / a] pP ?kdx $$If l :ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd| $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l 7 P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l 7ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd\ $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdt $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdD $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdأ $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdx $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdH $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdܾ $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v #v#vP#v#v #v\
:V l F c36 5 55P55 5\
9 / / / / / / / / a] pF kd $$If l ֞ !#%T3 & P \
F c36 4 4
l a] pF $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdT $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd$ $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdX $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd| $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v #v#vP#v#v #v\
:V l
F c36 5 55P55 5\
9 / / / / /
/ / / / a] pF kd $$If l
֞ !#%T3 & P \
F c36 4 4
l a] pF $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ /
/ a] pP ?kdz $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd< $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd| $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd4 $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v #v#vP#v#v #v\
:V l 2
F c36 5 55P55 5\
9 / / / / /
/ / / / a] pF kd $$If l 2
֞ !#%T3 & P \
F c36 4 4
l a] pF $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ /
/ a] pP ?kd# $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kdL' $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd + $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd. $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / a] pP ?kd2 $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd6 $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd: $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd> $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v #v#vP#v#v #v\
:V l F c36 5 55P55 5\
/ / / / / / / / a] pF kdB $$If l ֞ !#%T3 P \
F c36 4 4
l a] pF $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdF $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdJ $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdN $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdS $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd*W $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdN[ $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdr_ $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdc $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdg $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdk $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdp $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd&t $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdJx $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kdn| $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
l a] pP $$If ] !v h#v R#v#v#vP#v#v #v\
:V l P c36 5 R555P55 5\
9/ / / / / / / / / / a] pP ?kd $$If l ִ C !#%T3 R & P \
P c36 4 4
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