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# Common Core Math Number and Quantity Framework

## Standards

Standard | Description | |
---|---|---|

N-RN.A.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 define 5^1/3 to 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. | Lessons |

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

N-RN.B.3 | Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational. | Lessons |

N-Q.A.1 | Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays | Lessons |

N-Q.A.2 | Define appropriate quantities for the purpose of descriptive modeling | Lessons |

N-Q.A.3 | Choose a level of accuracy appropriate to limitations on measurement when reporting quantities | Lessons |

N-CN.A.1 | Know there is a complex number i such that i 2 = –1, and every complex number has the form a + bi with a and b real | Lessons |

N-CN.A.2 | Use the relation i 2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. | Lessons |

N-CN.A.3 | (+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers. | Lessons |

N-CN.B.4 | (+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number | Lessons |

NCN.B.5 | (+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (–1 + √3 i)3 = 8 because (–1 + √3 i) has modulus 2 and argument 120° | Lessons |

N-CN.B.6 | (+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints | Lessons |

N-CN.C.7 | Solve quadratic equations with real coefficients that have complex solutions | Lessons |

N-CN.C.8 | (+) Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x – 2i) | Lessons |

N-CN.C.9 | (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials. | Lessons |

N-VM.A.1 | (+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v). | Lessons |

N-VM.A.2 | (+) Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point | Lessons |

N-VM.A.3 | (+) Solve problems involving velocity and other quantities that can be represented by vectors | Lessons |

N-VM.B.4.A | (+) Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes | Lessons |

N-VM.B.4.B | (+) Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum. | Lessons |

N-VM.B.4.C | (+) Understand vector subtraction v – w as v + (–w), where –w is the additive inverse of w, with the same magnitude as w and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise. | Lessons |

N-VM.B.5.A | (+) Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise, e.g., as c(vx, vy) = (cvx, cvy) | Lessons |

N-VM.B.5.B | (+) Compute the magnitude of a scalar multiple cv using ||cv|| = |c|v. Compute the direction of cv knowing that when |c|v ≠ 0, the direction of cv is either along v (for c > 0) or against v (for c < 0) | Lessons |

N-VM.C.6 | (+) Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network. | Lessons |

N-VM.C.7 | (+) Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled | Lessons |

N-VM.C.8 | (+) Add, subtract, and multiply matrices of appropriate dimensions | Lessons |

N-VM.C.9 | (+) Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties | Lessons |

N-VM.C.10 | (+) Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse | Lessons |

N-VM.C.11 | (+) Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors | Lessons |

N-VM.C.12 | (+) Work with 2 × 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area | Lessons |

- What is CodeHS?
- Curriculum
- Course Catalog
- 6-12 Curriculum Pathway
- K-12 Curriculum Pathway
- High School Pathways
- Middle School Courses
- All Courses
- Hour of Code
- Platform
- Assignments
- Classroom Management
- Grading
- Gradebook
- Progress Tracking
- Lesson Plans
- Offline Handouts
- Problem Guides
- Practice
- Create
- Problem Bank
- Playlist Bank
- Quiz Scores
- Rostering
- Integrations
- Professional Development
- Stories
- Standards
- States
- Alabama
- Alaska
- Arizona
- Arkansas
- California
- Colorado
- Connecticut
- Delaware
- Florida
- Georgia
- Hawaii
- Idaho
- Illinois
- Indiana
- Iowa
- Kansas
- Kentucky
- Louisiana
- Maine
- Maryland
- Massachusetts
- Michigan
- Minnesota
- Mississippi
- Missouri
- Montana
- Nebraska
- Nevada
- New Hampshire
- New Jersey
- New Mexico
- New York
- North Carolina
- North Dakota
- Ohio
- Oklahoma
- Oregon
- Pennsylvania
- Rhode Island
- South Carolina
- South Dakota
- Tennessee
- Texas
- Utah
- Vermont
- Virginia
- Washington
- West Virginia
- Wisconsin
- Wyoming
- State Standards
- Plans
- Resources
- Districts
- Share
- Contact Us
- Company