This is the year math shifts from arithmetic to working with letters that stand for numbers. Students learn to write and solve equations, then graph them as lines, curves, and steep growth patterns on a coordinate plane. They use these tools to model real situations like savings, distance, or population change. By spring, students can solve for x in a linear equation and sketch its graph from memory.
Students start the year writing and solving equations with one unknown, then graph lines on a coordinate grid. They use these to answer questions about real situations, like comparing phone plans or tracking savings.
Students work with two equations at once and find the point where they meet. They use this to compare two options side by side, such as which job pays more after a certain number of hours.
Students add, subtract, and multiply expressions with variables, then study curves called parabolas. They use these curves to model things that go up and come back down, like a ball thrown in the air.
Students study patterns that double or shrink by half over time. They use these to model situations like money in a savings account, a population growing, or medicine leaving the body.
Students wrap up the year by looking at real data sets. They find averages, spot trends in scatter plots, and draw a line that fits the data to make predictions.
Students read a math problem carefully, figure out what it's actually asking, and keep trying even when the first approach doesn't work.
Students take a real situation, like figuring out how much money is left after spending, and turn it into an equation to solve. Then they translate the answer back into plain language that makes sense for the original problem.
Students explain why their math solution works and find flaws in a classmate's reasoning. Getting the right answer matters, but so does being able to defend it.
Students take a real situation, like splitting a bill or planning a budget, and write an equation or draw a graph to make sense of it.
Students choose the right tool for the problem: a calculator, an estimate in their head, or pencil-and-paper work. The goal is knowing when each one helps and when it gets in the way.
Students use exact math language and correct units when solving and explaining problems. A slope isn't just "steep" and an answer in dollars stays in dollars, not a bare number.
Students learn to spot patterns and hidden structure in math problems, like noticing that an expression can be rewritten in a simpler form. Recognizing that structure helps students choose a faster, cleaner path to the answer.
Students notice when the same steps keep showing up in a problem and use that pattern to find a shortcut or write a general rule. It's the habit of asking, "Why does this keep working?"
Students read a math problem carefully, figure out what it's actually asking, and keep working even when a solution isn't obvious. They check whether their answer makes sense before moving on.
Students move back and forth between the real situation and the math that models it, translating a word problem into symbols to solve it, then checking that the answer still makes sense in the original context.
Students explain why their math steps make sense and point out where another student's reasoning breaks down. The work is less about getting the answer and more about defending how they got there.
Students take a real situation, like figuring out a loan payment or predicting a trend, and write a math equation or draw a graph that helps make sense of it.
Students choose the right tool for the problem, whether that means a graphing calculator, a quick estimate, or working it out by hand. Knowing which tool fits is part of solving the problem.
Students use the right math words, label their units (like miles or dollars), and check that their calculations are exact. Sloppy notation or a missing label can change what an answer actually means.
Students spot patterns and hidden structure in equations, graphs, and expressions, then use what they notice to solve problems faster or see why a method works.
Students notice when the same steps keep appearing in a problem and use that pattern to find a shortcut or write a general rule. This is how formulas get built.
Students read a math problem carefully, figure out what it's actually asking, and keep working even when the first approach doesn't pan out. They check whether their answer makes sense before calling it done.
Students take a real problem (a ramp, a fence, a shadow) and strip it down to numbers and shapes to solve it, then translate the answer back into something that makes sense in the original situation.
Students build a case for why a geometric rule or proof is true, then explain where someone else's reasoning goes wrong or holds up.
Students take a real situation, like planning a garden or splitting a bill, and translate it into a math problem they can solve. The answer then connects back to the original situation.
Students choose the right tool for the job, whether that means a calculator, a sketch on paper, or a quick estimate. The goal is knowing when each one helps and when it gets in the way.
Students use exact math vocabulary and label answers with the right units, like degrees or square inches. Careful word choice and correct calculations matter as much as getting the right number.
Students recognize patterns and hidden structure in math problems, then use those patterns as shortcuts to solve harder problems. A geometric proof, for example, becomes easier once students see the repeating shapes or symmetry inside it.
When a math process keeps working the same way, students notice the pattern and turn it into a shortcut or rule they can use again. That habit of spotting repetition is what makes math feel less like memorizing and more like reasoning.
| Standard | Definition | Code |
|---|---|---|
| Make Sense of Problems Algebra I | Students read a math problem carefully, figure out what it's actually asking, and keep trying even when the first approach doesn't work. | MD-MATH.MP.hs-algebra-1.1 |
| Reason Abstractly Algebra I | Students take a real situation, like figuring out how much money is left after spending, and turn it into an equation to solve. Then they translate the answer back into plain language that makes sense for the original problem. | MD-MATH.MP.hs-algebra-1.2 |
| Construct Arguments Algebra I | Students explain why their math solution works and find flaws in a classmate's reasoning. Getting the right answer matters, but so does being able to defend it. | MD-MATH.MP.hs-algebra-1.3 |
| Model with Mathematics Algebra I | Students take a real situation, like splitting a bill or planning a budget, and write an equation or draw a graph to make sense of it. | MD-MATH.MP.hs-algebra-1.4 |
| Use Tools Strategically Algebra I | Students choose the right tool for the problem: a calculator, an estimate in their head, or pencil-and-paper work. The goal is knowing when each one helps and when it gets in the way. | MD-MATH.MP.hs-algebra-1.5 |
| Attend to Precision Algebra I | Students use exact math language and correct units when solving and explaining problems. A slope isn't just "steep" and an answer in dollars stays in dollars, not a bare number. | MD-MATH.MP.hs-algebra-1.6 |
| Use Structure Algebra I | Students learn to spot patterns and hidden structure in math problems, like noticing that an expression can be rewritten in a simpler form. Recognizing that structure helps students choose a faster, cleaner path to the answer. | MD-MATH.MP.hs-algebra-1.7 |
| Express Regularity Algebra I | Students notice when the same steps keep showing up in a problem and use that pattern to find a shortcut or write a general rule. It's the habit of asking, "Why does this keep working?" | MD-MATH.MP.hs-algebra-1.8 |
| Make Sense of Problems Algebra II | Students read a math problem carefully, figure out what it's actually asking, and keep working even when a solution isn't obvious. They check whether their answer makes sense before moving on. | MD-MATH.MP.hs-algebra-2.1 |
| Reason Abstractly Algebra II | Students move back and forth between the real situation and the math that models it, translating a word problem into symbols to solve it, then checking that the answer still makes sense in the original context. | MD-MATH.MP.hs-algebra-2.2 |
| Construct Arguments Algebra II | Students explain why their math steps make sense and point out where another student's reasoning breaks down. The work is less about getting the answer and more about defending how they got there. | MD-MATH.MP.hs-algebra-2.3 |
| Model with Mathematics Algebra II | Students take a real situation, like figuring out a loan payment or predicting a trend, and write a math equation or draw a graph that helps make sense of it. | MD-MATH.MP.hs-algebra-2.4 |
| Use Tools Strategically Algebra II | Students choose the right tool for the problem, whether that means a graphing calculator, a quick estimate, or working it out by hand. Knowing which tool fits is part of solving the problem. | MD-MATH.MP.hs-algebra-2.5 |
| Attend to Precision Algebra II | Students use the right math words, label their units (like miles or dollars), and check that their calculations are exact. Sloppy notation or a missing label can change what an answer actually means. | MD-MATH.MP.hs-algebra-2.6 |
| Use Structure Algebra II | Students spot patterns and hidden structure in equations, graphs, and expressions, then use what they notice to solve problems faster or see why a method works. | MD-MATH.MP.hs-algebra-2.7 |
| Express Regularity Algebra II | Students notice when the same steps keep appearing in a problem and use that pattern to find a shortcut or write a general rule. This is how formulas get built. | MD-MATH.MP.hs-algebra-2.8 |
| Make Sense of Problems Geometry | Students read a math problem carefully, figure out what it's actually asking, and keep working even when the first approach doesn't pan out. They check whether their answer makes sense before calling it done. | MD-MATH.MP.hs-geometry.1 |
| Reason Abstractly Geometry | Students take a real problem (a ramp, a fence, a shadow) and strip it down to numbers and shapes to solve it, then translate the answer back into something that makes sense in the original situation. | MD-MATH.MP.hs-geometry.2 |
| Construct Arguments Geometry | Students build a case for why a geometric rule or proof is true, then explain where someone else's reasoning goes wrong or holds up. | MD-MATH.MP.hs-geometry.3 |
| Model with Mathematics Geometry | Students take a real situation, like planning a garden or splitting a bill, and translate it into a math problem they can solve. The answer then connects back to the original situation. | MD-MATH.MP.hs-geometry.4 |
| Use Tools Strategically Geometry | Students choose the right tool for the job, whether that means a calculator, a sketch on paper, or a quick estimate. The goal is knowing when each one helps and when it gets in the way. | MD-MATH.MP.hs-geometry.5 |
| Attend to Precision Geometry | Students use exact math vocabulary and label answers with the right units, like degrees or square inches. Careful word choice and correct calculations matter as much as getting the right number. | MD-MATH.MP.hs-geometry.6 |
| Use Structure Geometry | Students recognize patterns and hidden structure in math problems, then use those patterns as shortcuts to solve harder problems. A geometric proof, for example, becomes easier once students see the repeating shapes or symmetry inside it. | MD-MATH.MP.hs-geometry.7 |
| Express Regularity Geometry | When a math process keeps working the same way, students notice the pattern and turn it into a shortcut or rule they can use again. That habit of spotting repetition is what makes math feel less like memorizing and more like reasoning. | MD-MATH.MP.hs-geometry.8 |
Students write and solve equations for straight-line relationships, then plot those lines on a graph. They use these skills to make sense of real situations, like figuring out when two phone plans cost the same amount.
Students write two or more equations or inequalities together and find the values that make all of them true at once. This comes up when two real situations share the same unknowns, like price and quantity.
Students work with quadratic functions, the kind that model a ball thrown in the air or the path of a jump. They write the equations, read the graphs, and use both to describe what's happening in a real situation.
Students study how quantities grow rapidly or shrink over time, like a savings account compounding interest or a car losing value each year. They write equations for those patterns and plot them on a graph.
Students add, subtract, and multiply expressions with variables and exponents, then read data sets and graphs to draw conclusions about patterns and relationships.
| Standard | Definition | Code |
|---|---|---|
| Linear Functions Algebra I | Students write and solve equations for straight-line relationships, then plot those lines on a graph. They use these skills to make sense of real situations, like figuring out when two phone plans cost the same amount. | MD-MATH.A1.hs-algebra-1.1 |
| Systems Algebra I | Students write two or more equations or inequalities together and find the values that make all of them true at once. This comes up when two real situations share the same unknowns, like price and quantity. | MD-MATH.A1.hs-algebra-1.2 |
| Quadratic Functions Algebra I | Students work with quadratic functions, the kind that model a ball thrown in the air or the path of a jump. They write the equations, read the graphs, and use both to describe what's happening in a real situation. | MD-MATH.A1.hs-algebra-1.3 |
| Exponential Functions Algebra I | Students study how quantities grow rapidly or shrink over time, like a savings account compounding interest or a car losing value each year. They write equations for those patterns and plot them on a graph. | MD-MATH.A1.hs-algebra-1.4 |
| Polynomials and Statistics Algebra I | Students add, subtract, and multiply expressions with variables and exponents, then read data sets and graphs to draw conclusions about patterns and relationships. | MD-MATH.A1.hs-algebra-1.5 |
Students read graphs of advanced functions, spotting where they rise, fall, flatten, or repeat. This includes curves from exponential growth, logarithms, and wave patterns.
Students add, subtract, multiply, and divide expressions that include variables with exponents, then solve equations built from those expressions. This covers the algebra behind curves and graphs seen in advanced math and science classes.
Students use sine and cosine functions to describe things that repeat on a cycle, like a ferris wheel's height or a sound wave's pressure. They apply trig identities to simplify and solve those models.
Students use data collected from a sample group to draw conclusions about a much larger population. This is the math behind surveys and polls.
| Standard | Definition | Code |
|---|---|---|
| Functions and Graphs Algebra II | Students read graphs of advanced functions, spotting where they rise, fall, flatten, or repeat. This includes curves from exponential growth, logarithms, and wave patterns. | MD-MATH.A2.hs-algebra-2.1 |
| Polynomial and Rational Algebra II | Students add, subtract, multiply, and divide expressions that include variables with exponents, then solve equations built from those expressions. This covers the algebra behind curves and graphs seen in advanced math and science classes. | MD-MATH.A2.hs-algebra-2.2 |
| Trigonometry Algebra II | Students use sine and cosine functions to describe things that repeat on a cycle, like a ferris wheel's height or a sound wave's pressure. They apply trig identities to simplify and solve those models. | MD-MATH.A2.hs-algebra-2.3 |
| Statistics and Probability Algebra II | Students use data collected from a sample group to draw conclusions about a much larger population. This is the math behind surveys and polls. | MD-MATH.A2.hs-algebra-2.4 |
Rigid transformations are moves that keep a shape's size and angles exactly the same: slides, flips, and turns. Students use those moves to show that two triangles or figures are identical copies of each other.
Students use scale factors and angle ratios (sine, cosine, tangent) to find missing side lengths and angles in right triangles. These are the same tools used in construction, navigation, and reading a map.
Students use the rules about angles, arcs, and line segments inside and around circles to solve geometry problems. Think intercepted arcs, inscribed angles, and chord lengths, applied to find missing measurements.
Students write equations to describe shapes and distances on a graph. They find midpoints, prove lines are parallel or perpendicular, and confirm whether a polygon has specific properties using coordinates.
Students find the area, surface area, and volume of shapes like prisms, cylinders, and pyramids, then apply those calculations to solve practical problems, like figuring out how much material a container needs.
| Standard | Definition | Code |
|---|---|---|
| Congruence Geometry | Rigid transformations are moves that keep a shape's size and angles exactly the same: slides, flips, and turns. Students use those moves to show that two triangles or figures are identical copies of each other. | MD-MATH.GEO.hs-geometry.1 |
| Similarity, Right Triangles, and Trigonometry Geometry | Students use scale factors and angle ratios (sine, cosine, tangent) to find missing side lengths and angles in right triangles. These are the same tools used in construction, navigation, and reading a map. | MD-MATH.GEO.hs-geometry.2 |
| Circles Geometry | Students use the rules about angles, arcs, and line segments inside and around circles to solve geometry problems. Think intercepted arcs, inscribed angles, and chord lengths, applied to find missing measurements. | MD-MATH.GEO.hs-geometry.3 |
| Coordinate Geometry Geometry | Students write equations to describe shapes and distances on a graph. They find midpoints, prove lines are parallel or perpendicular, and confirm whether a polygon has specific properties using coordinates. | MD-MATH.GEO.hs-geometry.4 |
| Measurement and Modeling Geometry | Students find the area, surface area, and volume of shapes like prisms, cylinders, and pyramids, then apply those calculations to solve practical problems, like figuring out how much material a container needs. | MD-MATH.GEO.hs-geometry.5 |
End-of-course assessment in Algebra I, administered upon completion of the course in high school.
Students work with three big families of equations: lines, parabolas, and growth or decay curves. They learn to write these equations from a situation, solve them, and graph them. They also handle two equations at once and do basic work with data.
Ask the student to read the problem out loud and say what each letter stands for in plain words. Then ask what they already tried. Most stuck moments happen because the variable lost its meaning, not because the math is too hard.
Less than people expect. The quadratic formula and a few rules for exponents are worth memorizing. Most of the year is about recognizing patterns and setting up equations, not reciting facts.
A common path is linear equations, then systems of two equations, then quadratics, then exponential growth and decay, with polynomial operations and data work woven in. Linear work anchors the year, so students should be solid on it before quadratics arrive.
Factoring quadratics, interpreting word problems, and the difference between linear and exponential growth. Students often confuse adding the same amount each step with multiplying by the same amount each step. Plan extra time and mixed practice for both.
Pick one problem from recent homework and ask the student to explain each step out loud in five to ten minutes. Have them check the answer by plugging it back into the original equation. That habit catches more errors than redoing the whole problem.
A graphing tool helps students see the shape of a line, parabola, or growth curve and check answers. It should support the thinking, not replace it. Ask students to predict what the graph will look like before they press the button.
Given a real situation, a student can pick the right type of equation, write it, solve it, and explain what the answer means in context. They can also read a graph or table and describe how the quantities change together.
A ready student can move between an equation, a graph, a table, and a word problem without losing track of what the variables mean. If they can explain why a line is straight and a growth curve bends, the foundation is solid.