Gizmos for Georgia - Mathematics: Accelerated Coordinate Algebra /Analytic Geometry (GA--Standards of Excellence adopted 2015)

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

MCC9-12.N.Q.1b: : Convert units and rates using dimensional analysis (English-to-English and Metric-to-Metric without conversion factor provided and between English and Metric with conversion factor);

MCC9-12.N.Q.1b: : Convert units and rates using dimensional analysis (English-to-English and Metric-to-Metric without conversion factor provided and between English and Metric with conversion factor);

MCC9-12.A.SSE.1a: : Interpret parts of an expression, such as terms, factors, and coefficients, in context.

MCC9-12.A.SSE.1b: : Given situations which utilize formulas or expressions with multiple terms and/or factors, interpret the meaning (in context) of individual terms or factors.

MCC9-12.A.APR.1: : Add, subtract, and multiply polynomials; understand that polynomials form a system analogous to the integers in that they are closed under these operations.

MCC9-12.A.CED.1: : Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear, and exponential functions (integer inputs only).

MCC9-12.A.CED.2: : Create linear, quadratic, and exponential equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (The phrase “in two or more variables” refers to formulas like the compound interest formula, in which A = P(1 + r/n)nt has multiple variables.)

MCC9-12.A.CED.2: : Create linear, quadratic, and exponential equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (The phrase “in two or more variables” refers to formulas like the compound interest formula, in which A = P(1 + r/n)nt has multiple variables.)

MCC9-12.A.CED.3: : Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret data points as possible (i.e. a solution) or not possible (i.e. a non-solution) under the established constraints.

MCC9-12.A.CED.3: : Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret data points as possible (i.e. a solution) or not possible (i.e. a non-solution) under the established constraints.

MCC9-12.A.CED.4: : Rearrange formulas to highlight a quantity of interest using the same reasoning as in solving equations.

MCC9-12.A.REI.1: : Using algebraic properties and the properties of real numbers, justify the steps of a simple, one-solution equation. Students should justify their own steps, or if given two or more steps of an equation, explain the progression from one step to the next using properties.

MCC9-12.A.REI.1: : Using algebraic properties and the properties of real numbers, justify the steps of a simple, one-solution equation. Students should justify their own steps, or if given two or more steps of an equation, explain the progression from one step to the next using properties.

MCC9-12.A.REI.10: : Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane.

MCC9-12.A.REI.11: : Using graphs, tables, or successive approximations, show that the solution to the equation f(x) = g(x) is the x-value where the y-values of f(x) and g(x) are the same.

MCC9-12.A.REI.12: : Graph the solution set to a linear inequality in two variables.

MCC9-12.A.REI.3: : Solve linear equations and inequalities in one variable including equations with coefficients represented by letters.

MCC9-12.A.REI.5: : Show and explain why the elimination method works to solve a system of two-variable equations.

MCC9-12.A.REI.6: : Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

MCC9-12.A.REI.10: : Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane.

MCC9-12.A.REI.11: : Using graphs, tables, or successive approximations, show that the solution to the equation f(x) = g(x) is the x-value where the y-values of f(x) and g(x) are the same.

MCC9-12.A.REI.12: : Graph the solution set to a linear inequality in two variables.

MCC9-12.F.IF.1: : Understand that a function from one set (the input, called the domain) to another set (the output, called the range) assigns to each element of the domain exactly one element of the range, i.e. each input value maps to exactly one output value. If f is a function, x is the input (an element of the domain), and f(x) is the output (an element of the range). Graphically, the graph is y = f(x).

MCC9-12.F.IF.1: : Understand that a function from one set (the input, called the domain) to another set (the output, called the range) assigns to each element of the domain exactly one element of the range, i.e. each input value maps to exactly one output value. If f is a function, x is the input (an element of the domain), and f(x) is the output (an element of the range). Graphically, the graph is y = f(x).

MCC9-12.F.IF.2: : Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

MCC9-12.F.IF.3: : Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. (Generally, the scope of high school math defines this subset as the set of natural numbers 1,2,3,4...) By graphing or calculating terms, students should be able to show how the recursive sequence a₁ϗ, aₙϚ ₙ₋₁ +2; the sequence sₙ = 2(n-1) + 7; and the function f(x) = 2x + 5 (when x is a natural number) all define the same sequence.

MCC9-12.F.IF.3: : Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. (Generally, the scope of high school math defines this subset as the set of natural numbers 1,2,3,4...) By graphing or calculating terms, students should be able to show how the recursive sequence a₁ϗ, aₙϚ ₙ₋₁ +2; the sequence sₙ = 2(n-1) + 7; and the function f(x) = 2x + 5 (when x is a natural number) all define the same sequence.

MCC9-12.F.IF.4: : Using tables, graphs, and verbal descriptions, interpret the key characteristics of a function which models the relationship between two quantities. Sketch a graph showing key features including: intercepts; interval where the function is increasing, decreasing, positive, or negative; end behavior.

MCC9-12.F.IF.4: : Using tables, graphs, and verbal descriptions, interpret the key characteristics of a function which models the relationship between two quantities. Sketch a graph showing key features including: intercepts; interval where the function is increasing, decreasing, positive, or negative; end behavior.

MCC9-12.F.IF.5: : Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.

MCC9-12.F.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.

MCC9-12.F.IF.7a: : Graph linear functions and show intercepts, maxima, and minima (as determined by the function or by context).

MCC9-12.F.IF.7e: : Graph exponential functions, showing intercepts and end behavior.

MCC9-12.F.BF.1a: : Determine an explicit expression and the recursive process (steps for calculation) from context.

MCC9-12.F.BF.2: : Write arithmetic and geometric sequences recursively and explicitly, use them to model situations, and translate between the two forms. Connect arithmetic sequences to linear functions and geometric sequences to exponential functions.

MCC9-12.F.BF.2: : Write arithmetic and geometric sequences recursively and explicitly, use them to model situations, and translate between the two forms. Connect arithmetic sequences to linear functions and geometric sequences to exponential functions.

MCC9-12.F.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.

MCC9-12.F.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.

MCC9-12.F.LE.1b: : Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.

MCC9-12.F.LE.1c: : Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

MCC9-12.F.LE.2: : Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

MCC9-12.F.LE.2: : Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

MCC9-12.F.LE.3: : Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly.

MCC9-12.F.LE.5: : Interpret the parameters in a linear (f(x) = mx + b) and exponential (f(x) = a•dˣ) function in terms of context. (In the functions above, “m” and “b” are the parameters of the linear function, and “a” and “d” are the parameters of the exponential function.) In context, students should describe what these parameters mean in terms of change and starting value.

MCC9-12.F.LE.5: : Interpret the parameters in a linear (f(x) = mx + b) and exponential (f(x) = a•dˣ) function in terms of context. (In the functions above, “m” and “b” are the parameters of the linear function, and “a” and “d” are the parameters of the exponential function.) In context, students should describe what these parameters mean in terms of change and starting value.

MCC9-12.G.CO.1: : Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

MCC9-12.G.CO.1: : Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

MCC9-12.G.CO.13: : Construct an equilateral triangle, a square, and a regular hexagon, each inscribed in a circle.

MCC9-12.G.CO.2: : Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).

MCC9-12.G.CO.2: : Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).

MCC9-12.G.CO.4: : Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

MCC9-12.G.CO.5: : Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

MCC9-12.G.CO.5: : Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

MCC9-12.G.CO.6: : Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

MCC9-12.G.CO.6: : Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

MCC9-12.G.CO.8: : Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. (Extend to include HL and AAS.)

MCC9-12.G.CO.13: : Construct an equilateral triangle, a square, and a regular hexagon, each inscribed in a circle.

MCC9-12.G.SRT.1a: : The dilation of a line not passing through the center of the dilation results in a parallel line and leaves a line passing through the center unchanged.

MCC9-12.G.SRT.1b: : The dilation of a line segment is longer or shorter according to the ratio given by the scale factor.

MCC9-12.G.SRT.2: : Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain, using similarity transformations, the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

MCC9-12.G.SRT.2: : Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain, using similarity transformations, the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

MCC9-12.G.SRT.5: : Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

MCC9-12.G.SRT.6: : Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

MCC9-12.G.SRT.8: : Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

MCC9-12.G.C.1: : Understand that all circles are similar.

MCC9-12.G.C.2: : Identify and describe relationships among inscribed angles, radii, chords, tangents, and secants. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.

MCC9-12.G.C.2: : Identify and describe relationships among inscribed angles, radii, chords, tangents, and secants. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.

MCC9-12.G.C.5: : Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.

MCC9-12.G.C.5: : Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.

MCC9-12.G.GPE.7: : Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.

MCC9-12.G.GMD.1a: : Give informal arguments for the formulas of the circumference of a circle and area of a circle using dissection arguments and informal limit arguments.

MCC9-12.G.GMD.1b: : Give informal arguments for the formula of the volume of a cylinder, pyramid, and cone using Cavalieri’s principle.

MCC9-12.G.GMD.3: : Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

MCC9-12.S.ID.1: : Represent data with plots on the real number line (dot plots, histograms, and box plots).

MCC9-12.S.ID.2: : Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, mean absolute deviation) of two or more different data sets.

MCC9-12.S.ID.2: : Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, mean absolute deviation) of two or more different data sets.

MCC9-12.S.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).

MCC9-12.S.ID.6a: : Decide which type of function is most appropriate by observing graphed data, charted data, or by analysis of context to generate a viable (rough) function of best fit. Use this function to solve problems in context. Emphasize linear and exponential models.

MCC9-12.S.ID.6a: : Decide which type of function is most appropriate by observing graphed data, charted data, or by analysis of context to generate a viable (rough) function of best fit. Use this function to solve problems in context. Emphasize linear and exponential models.

MCC9-12.S.ID.6c: : Using given or collected bivariate data, fit a linear function for a scatter plot that suggests a linear association.

MCC9-12.S.ID.7: : Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

MCC9-12.S.ID.8: : Compute (using technology) and interpret the correlation coefficient “r” of a linear fit. (For instance, by looking at a scatterplot, students should be able to tell if the correlation coefficient is positive or negative and give a reasonable estimate of the “r” value.) After calculating the line of best fit using technology, students should be able to describe how strong the goodness of fit of the regression is, using “r”.

MCC9-12.S.ID.8: : Compute (using technology) and interpret the correlation coefficient “r” of a linear fit. (For instance, by looking at a scatterplot, students should be able to tell if the correlation coefficient is positive or negative and give a reasonable estimate of the “r” value.) After calculating the line of best fit using technology, students should be able to describe how strong the goodness of fit of the regression is, using “r”.

Correlation last revised: 9/16/2020

Georgia - Mathematics: Accelerated Coordinate Algebra /Analytic Geometry

GA--Standards of Excellence | Adopted: 2015

MCC9-12.N.Q.1b: : Convert units and rates using dimensional analysis (English-to-English and Metric-to-Metric without conversion factor provided and between English and Metric with conversion factor);

MCC9-12.A.SSE.1a: : Interpret parts of an expression, such as terms, factors, and coefficients, in context.

MCC9-12.A.SSE.1b: : Given situations which utilize formulas or expressions with multiple terms and/or factors, interpret the meaning (in context) of individual terms or factors.

MCC9-12.A.APR.1: : Add, subtract, and multiply polynomials; understand that polynomials form a system analogous to the integers in that they are closed under these operations.

MCC9-12.A.CED.1: : Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear, and exponential functions (integer inputs only).

MCC9-12.A.CED.3: : Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret data points as possible (i.e. a solution) or not possible (i.e. a non-solution) under the established constraints.

MCC9-12.A.CED.4: : Rearrange formulas to highlight a quantity of interest using the same reasoning as in solving equations.

MCC9-12.A.REI.1: : Using algebraic properties and the properties of real numbers, justify the steps of a simple, one-solution equation. Students should justify their own steps, or if given two or more steps of an equation, explain the progression from one step to the next using properties.

MCC9-12.A.REI.3: : Solve linear equations and inequalities in one variable including equations with coefficients represented by letters.

MCC9-12.A.REI.5: : Show and explain why the elimination method works to solve a system of two-variable equations.

MCC9-12.A.REI.6: : Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

MCC9-12.A.REI.10: : Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane.

MCC9-12.A.REI.11: : Using graphs, tables, or successive approximations, show that the solution to the equation f(x) = g(x) is the x-value where the y-values of f(x) and g(x) are the same.

MCC9-12.A.REI.12: : Graph the solution set to a linear inequality in two variables.

MCC9-12.F.IF.2: : Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

MCC9-12.F.IF.5: : Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.

MCC9-12.F.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.

MCC9-12.F.IF.7a: : Graph linear functions and show intercepts, maxima, and minima (as determined by the function or by context).

MCC9-12.F.IF.7e: : Graph exponential functions, showing intercepts and end behavior.

MCC9-12.F.BF.1a: : Determine an explicit expression and the recursive process (steps for calculation) from context.

MCC9-12.F.BF.2: : Write arithmetic and geometric sequences recursively and explicitly, use them to model situations, and translate between the two forms. Connect arithmetic sequences to linear functions and geometric sequences to exponential functions.

MCC9-12.F.LE.1b: : Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.

MCC9-12.F.LE.1c: : Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

MCC9-12.F.LE.2: : Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

MCC9-12.F.LE.3: : Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly.

MCC9-12.G.CO.1: : Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

MCC9-12.G.CO.4: : Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

MCC9-12.G.CO.5: : Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

MCC9-12.G.CO.6: : Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

MCC9-12.G.CO.8: : Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. (Extend to include HL and AAS.)

MCC9-12.G.CO.13: : Construct an equilateral triangle, a square, and a regular hexagon, each inscribed in a circle.

MCC9-12.G.SRT.1a: : The dilation of a line not passing through the center of the dilation results in a parallel line and leaves a line passing through the center unchanged.

MCC9-12.G.SRT.1b: : The dilation of a line segment is longer or shorter according to the ratio given by the scale factor.

MCC9-12.G.SRT.5: : Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

MCC9-12.G.SRT.6: : Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

MCC9-12.G.SRT.8: : Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

MCC9-12.G.C.1: : Understand that all circles are similar.

MCC9-12.G.C.5: : Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.

MCC9-12.G.GPE.7: : Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.

MCC9-12.G.GMD.1a: : Give informal arguments for the formulas of the circumference of a circle and area of a circle using dissection arguments and informal limit arguments.

MCC9-12.G.GMD.1b: : Give informal arguments for the formula of the volume of a cylinder, pyramid, and cone using Cavalieri’s principle.

MCC9-12.G.GMD.3: : Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

MCC9-12.S.ID.1: : Represent data with plots on the real number line (dot plots, histograms, and box plots).

MCC9-12.S.ID.2: : Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, mean absolute deviation) of two or more different data sets.

MCC9-12.S.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).

MCC9-12.S.ID.6a: : Decide which type of function is most appropriate by observing graphed data, charted data, or by analysis of context to generate a viable (rough) function of best fit. Use this function to solve problems in context. Emphasize linear and exponential models.

MCC9-12.S.ID.6c: : Using given or collected bivariate data, fit a linear function for a scatter plot that suggests a linear association.

MCC9-12.S.ID.7: : Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.