2023 NJSLS-Mathematics: High School—Number and Quantity
The Real Number System (N.RN)
A. Extend the properties of exponents to rational exponents
- 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 $5^{\frac{1}{3}}$ to be the cube root of $5$ because we want $(5^{\frac{1}{3}})^3=5^{(\frac{1}{3})^3}$ to hold, so $(5^{\frac{1}{3}})^3$ must equal 5.
- Rewrite expressions involving radicals and rational exponents using the properties of exponents.
- Simplify radicals, including algebraic radicals (e.g. $\sqrt[3]{54}=3\sqrt[3]{2}$, simplify$\sqrt{32{{x}^{2}}}$).
Quantities (N.Q) modeling standard
A. Reason quantitatively and use units to solve problems
- 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. opportunity to integrate climate change education.
- Define appropriate quantities for the purpose of descriptive modeling. opportunity to integrate climate change education.
- Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. opportunity to integrate climate change education.
The Complex Number System (N.CN)
A. Perform arithmetic operations with complex numbers
- 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.
- Use the relation $i^2=-1$ and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
- (plus standard) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.
B. Represent complex numbers and their operations on the complex plane
- (plus standard) 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.
- (plus standard) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, $(-1+\sqrt{3i})^{3}=8$ because $-1+\sqrt{3i}$ has modulus $2$ and argument .
- (plus standard ) 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.
C. Use complex numbers in polynomial identities and equations
- Solve quadratic equations with real coefficients that have complex solutions.
- (plus standard) Extend polynomial identities to the complex numbers. For example, rewrite $x^2+4$ as $(x+2i)(x-2i)$ .
- (plus standard) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
Vector and Matrix Quantities (N.VM)
A. Represent and model with vector quantities
- (plus standard) 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., $\mathbf{v},\left| \mathbf{v} \right|,\left\| \mathbf{v} \right\|, v$ ).
- (plus standard) Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.
- (plus standard) Solve problems involving velocity and other quantities that can be represented by vectors.
B. Perform operations on vectors
- (plus standard) Add and subtract vectors.
- 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.
- Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum.
- Understand vector subtraction $\mathbf{v}-\mathbf{w}$ as $\mathbf{v}+\left( -\mathbf{w} \right)$, where $-\mathbf{w}$ is the additive inverse of $\mathbf{w}$, with the same magnitude as $\mathbf{w}$ and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise.
- (plus standard) Multiply a vector by a scalar.
- Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise, e.g., as $c({{v}_{x}},{{v}_{y}})=(c{{v}_{x}},c{{v}_{y}})$ .
- Compute the magnitude of a scalar multiple $c\mathbf{v}$ using $\left\| c\mathbf{v} \right\|=\left| c \right|\mathbf{v}$. Compute the direction of $c\mathbf{v}$ knowing that when $\left| c \right|\mathbf{v}\ne 0$ , the direction of $c\mathbf{v}$ is either along $\mathbf{v}$ (for $c>0$) or against $\mathbf{v}$ (for $c<0$).
C. Perform operations on matrices and use matrices in applications
- (plus standard) Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.
- (plus standard) Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.
- (plus standard) Add, subtract, and multiply matrices of appropriate dimensions.
- (plus standard) Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.
- (plus standard) 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.
- (plus standard) 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.
- (plus standard) Work with 2 × 2 matrices as a transformations of the plane, and interpret the absolute value of the determinant in terms of area.