Mathematics Content Expectations
|Form A: Math Alignment Table|
|Alignment to Math High School Content Expectations|
|Math High School Content Expectations||Prealgebra
Math 050 to
Math 050 to
|STANDARD G2: RELATIONSHIPS BETWEEN
FIGURES Students use and justify relationships
between lines, angles, area and volume formulas,
and 2- and 3-dimensional representations. They
solve problems and provide proofs about congruence
|G2.1 Relationships Between Area and Volume
|G2.1.1 Know and demonstrate the relationships
between the area formula of a triangle, the area
formula of a parallelogram, and the area formula of a
|G2.1.2 Know and demonstrate the relationships
between the area formulas of various quadrilaterals
(e.g., explain how to find the area of a trapezoid
based on the areas of parallelograms and triangles).
|G2.1.3 Know and use the relationship between the
volumes of pyramids and prisms (of equal base and
height) and cones and cylinders (of equal base and
|G2.2 Relationships Between Two-dimensional
and Three-dimensional Representations
|G2.2.1 Identify or sketch a possible
figure, given 2-dimensional views (e.g., nets, multiple
views); create a 2-dimensional representation of a 3-
|G2.2.2 Identify or sketch cross-sections of 3-
dimensional figures; identify or sketch solids formed
by revolving 2-dimensional figures around lines.
|G2.3 Congruence and Similarity|
|G2.3.1 Prove that triangles are congruent using
SSS, SAS, ASA, and AAS criteria, and for right
triangles, the hypotenuse-leg criterion.
|G2.3.2 Use theorems about congruent triangles to
prove additional theorems and solve problems, with
and without use of coordinates.
|G2.3.3 Prove that triangles are similar by using
SAS, and AA conditions for similarity.
|G2.3.4 Use theorems about similar triangles to
problems with and without use of coordinates.
|G2.3.5 Know and apply the theorem stating that
effect of a scale factor of k relating one two
dimensional figure to another or one three
dimensional figure to another, on the length, area,
and volume of the figures is to multiply each by k, k2,
and k3, respectively.
|STANDARD G3: TRANSFORMATIONS OF
FIGURES IN THE PLANE Students will solve
problems about distance-preserving transformations
and shape-preserving transformations. The
transformations will be described synthetically and, in
simple cases, by analytic expressions in coordinates.
|G3.1 Distance-preserving Transformations:
|G3.1.1 Define reflection, rotation, translation,
glide reflection and find the image of a figure under a
|G3.1.2 Given two figures that are images of each
other under an isometry, find the isometry and
describe it completely.
|G3.1.3 Find the image of a figure under the
composition of two or more isometries, and
determine whether the resulting figure is a reflection,
rotation, translation, or glide reflection image of the
|G3.2 Shape-preserving Transformations:
Dilations and Isometries
|G3.2.1 Know the definition of dilation, and find
image of a figure under a given dilation.
|G3.2.2 Given two figures that are images of each
other under some dilation, identify the center and
magnitude of the dilation.
|*G1.4.5 Understand the definition of a cyclic
quadrilateral, and know and use the basic properties
of cyclic quadrilaterals.
|*G1.7.4 Know and use the relationship between the
vertices and foci in an ellipse, the vertices and foci in
a hyperbola, and the directrix and focus in a
parabola; interpret these relationships in applied
|*G3.2.3 Find the image of a figure under the
composition of a dilation and an isometry.
|STRAND 4: STATISTICS AND PROBABILITY (S)|
|In Kindergarten through Grade 8,
students develop the ability to read, analyze, and construct a
repertoire of statistical graphs. Students also examine the
fundamentals of experimental and theoretical probability in informal ways. The Basic Counting Principle and tree diagrams serve as tools to solve simple
counting problems in these grades.
During high school, students build on that foundation. They develop the data interpretation and decision-making skills that will serve them in their further
study of mathematics as well as in their coursework in the physical, biological, and social sciences. Students learn important skills related to the collection,
display, and interpretation of both univariate and bivariate data. They understand basic sampling methods and apply principles of effective data analysis and
data presentation. These skills are also highly valuable outside of school, both in the workplace and in day-to-day life.
In probability, students utilize probability models to calculate probabilities and make decisions. The normal distribution and its properties are studied.
Students then use their understanding of probability to make decisions, solve problems, and determine whether or not statements about probabilities of
events are reasonable. Students use technology when appropriate, including spreadsheets. This strong background in statistics and probability will enable
students to be savvy decision-makers and smart information-consumers and producers who have a full range of tools in order to make wise