1.01 – I can use function notation appropriately.
2.01  I can interpret differences in the distributions of two or more sets of data by comparing their shapes, centers, and spreads, accounting for the possible effects of any outliers.
2.02  I can analyze the distributions of one or more sets of data, choosing the appropriate measures of center and spread based on the shape of a distribution or effects of possible outliers.
2.03  I can create a twoway frequency table from a set of data on two categorical variables.
2.04  I can calculate relative frequencies from twoway tables.
2.05  I can use relative frequencies to describe possible associations and trends in the data.
2.06  I can choose the best representation and appropriate scale to construct a plot for a set of data, including dot plots, histograms, and box plots.
2.07  I can calculate (using technology) and interpret the standard deviation of one or more sets of data.
2.08  I can estimate and interpret the standard deviation of one or more sets of data from a distribution.
3.01  I can interpret and explain a linear pattern given a graph, table, contextual situation, recursive rule or function rule and translate between each representation
3.02  I can interpret and explain how changing values of numerical terms in a linear functions impacts the graph, table, contextual situation, recursive rule or function rule
3.03  I can write a recursive rule (e.g. NowNext rule) for linear patterns given a graph, table, contextual situation or function rule.
3.04  I can write a function rule (e.g. y= or f(x)=) for linear patterns given a graph, table, contextual situation, or recursive rule.
3.05  I can make a scatterplot for two variables, describe how the variables are related, and find an appropriate function to model the data
3.06  I can assess the fit of a linear model by examining the correlation coefficient (calculated using technology).
3.07  I can interpret the slope and intercept of a linear model in the context of the data.
3.08  I can identify possible explanations for an association between two variables, including causeandeffect.
3.09  I can represent questions about linear functions with an equation or inequality.
3.10  I can solve a linear equation or inequality using tables, graphs, or algebraic methods.
3.11  I can defend the reasonableness of a solution according to the context of the problem.
3.12  I can explain the strengths and limitations of using graphs, tables, and rules to solve linear equations and inequalities.
3.13  I can prove that two functions are equivalent and justify the usefulness of each form in revealing key information.
5.01  I can write a recursive rule (e.g. NowNext rule) for exponential patterns given a graph, table, contextual situation or function rule.
5.02  I can write a function rule (e.g. y= or f(x)=) for exponential patterns given a graph, table, contextual situation, or recursive rule.
5.03  I can translate a graph of an exponential or linear function and rewrite the function rule to reveal the translation.

5.04  I can interpret and explain how changing values of the numerical terms in exponential functions impacts the graphs, table, contextual situation, recursive rule or function rule.
5.05  I can interpret and explain an exponential pattern given a graph, table, contextual situation, recursive rule or function rule, and translate between each of the representations.
5.06  I can represent questions using exponential equations.
5.07  I can approximate solutions to exponential equations using tables and graphs.
5.08  I can explain the differences between the rates of change of a linear and exponential model.
5.09  I can prove that two functions are equivalent and justify the usefulness of each form in revealing key information.
5.10  I can rewrite expressions using the laws of exponents including fractional exponents (with a numerator of one).
5.11  I can create and justify the reasonableness of input values (domain) for a linear or exponential function given a contextual situation and/or the graph.
5.12  I can defend the reasonableness of a solution according to the context of the problem.
5.13  I can make a scatterplot for two variables, describe how the variables are related, and find an appropriate function to model the data (linear and exponential only).
5.14  I can justify why a^(1/n) is the nth root of a.
6.01  I can find the midpoint of a line segment and use it to solve problems
6.02  I can use distance in the coordinate plane to find the perimeter of polygons and the area of triangles and rectangles.
6.03  I can use distance and slope to prove or disprove properties of triangles, quadrilaterals, and circles.
6.04  I can use slope to solve problems involving parallel and perpendicular lines.
6.05  I can break down geometric figures into recognizable components to defend formulas for area and volume, including circumference and area of a circle and volume of a cylinder, pyramid and cone.
6.06  I can apply formulas for volume of pyramids, cones, and spheres to solve realworld problems, including composite shapes.
7.01  I can use a table, graph, and/or context to write a quadratic function.
7.02  I can analyze key features (zeros, yintercept, maximum/minimum, symmetry, size and direction) of quadratic functions given a table, a rule, a verbal description, or a graph.
7.03  I can describe the intervals of increase and decrease for a quadratic function.
7.04  I can rewrite quadratic functions in equivalent forms (limited to factored form and expanded form)
7.05  I can add, subtract, and multiply polynomials with degree less than or equal to 2.
7.06  I can justify that operations (add, subtract, and multiply) with polynomials remain polynomials (limit to linear and quadratic)
7.07  I can identify key features and an appropriate scale to graph a quadratic function, with and without technology.
