# OREGON MATH STANDARDS (2021): [HS.NQ]

## Overview

The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.

Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.

# 2021 Oregon Math Guidance: HS.NQ.A.1

**Cluster: HS.NQ.A - Understand and apply the real number system. **

## STANDARD: HS.NQ.A.1

### Standards Statement (2021):

Use reasoning to establish properties of positive integer exponents. Extend the definition of exponentiation to include negative and rational exponents so as to be consistent with these properties. Utilize exponentiation to model authentic contexts.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

8.NS.A.1, HS.NQ.A.2 | N/A | 8.AEE.A.2 | HSN.RN.A.1 HS.NQ.A Crosswalk |

### Standards Guidance:

#### Connections

- Students should be able to use the operations of addition, subtraction, and multiplication, with radicals within expressions limited to square roots and cube roots.
- MP8: generalizing patterns

#### Catalyzing Change Connection

- Determine precise calculations using rational and irrational numbers to make comparisons and solve problems.
- Use estimation and approximation of calculations to make comparisons and solve problems.

#### Examples

- Illustrative Mathematics:

# 2021 Oregon Math Guidance: HS.NQ.A.2

**Cluster: HS.NQ.A - Understand and apply the real number system. **

## STANDARD: HS.NQ.A.2

### Standards Statement (2021):

Compare real numbers presented through different representations, including both rational and irrational numbers. Apply comparisons in authentic contexts.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

8.NS.A.1 | HS.NQ.A.1 | N/A | HSN.Q.A.1 HSN.Q.A.2 HS.NQ.A Crosswalk |

### Standards Guidance:

#### Examples

# 2021 Oregon Math Guidance: HS.NQ.B.3

**Cluster: HS.NQ.B - Attend to units of measurement needed to solve problems through quantitative reasoning and mathematical modeling. **

## STANDARD: HS.NQ.B.3

### Standards Statement (2021):

Use reasoning to choose and interpret measurement units consistently in formulas, graphs, and data displays, as a way to understand problems and to guide the solution of multi-step problems.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

5.GM.C.4 | N/A | 8.AEE.A.4, 6.RP.A.3, 7.RP.A.1, HS.GM.C.10 | HSN.Q.A.1 HS.NQ.B Crosswalk |

### Standards Guidance:

#### Clarification

- Identify, use, and record appropriate units of measure within context, within data displays, and on graphs.
- Convert units and rates using proportional reasoning given a conversion factor;
- Use units within multi-step problems and formulas and interpret units of input and resulting units of output

#### Boundaries

- This standard applies universally in modeling situations.
- Use units of measure (linear, area, capacity, rates, and time) as a way to make sense of conceptual problems
- This includes authentic applications that require changing units to understand a given context.

#### Teaching Strategies

- Dimensional analysis may be used when converting units and rates.

#### Examples

- Units of measure may include linear, area, capacity, rates, and time.
- MP2: quantitative and abstract reasoning
- MP4: mathematical modeling

- Illustrative Mathematics:

# 2021 Oregon Math Guidance: HS.NQ.B.4

**Cluster: HS.NQ.B - Attend to units of measurement needed to solve problems through quantitative reasoning and mathematical modeling. **

## STANDARD: HS.NQ.B.4

### Standards Statement (2021):

Define, manipulate, and interpret appropriate quantities using rational and irrational numbers to authentically model situations and use reasoning to justify these choices.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

N/A | N/A | HS.GM.C.10, HS.GM.C.11 | HSN.Q.A.2 HS.NQ.B Crosswalk |

### Standards Guidance:

#### Clarifications

- Given a situation, context, or problem, students should be able to determine, identify, and use appropriate quantities for representing the situation.
- In some cases, students should be translating between different real number representations (for example, if something is to be cut to square root of 31 inches, what is that on a standard ruler, in sixteenths?). Students should draw on fluency with real arithmetic and estimation.

#### Boundaries

- This standard applies universally in modeling situations.
- Quantities are real number quantities

#### Progressions

- Use length, area, and volume measurements to solve applied problems.
- Use properties of congruence and similarity to solve applied problems.
- Use graphs and coordinates to solve applied problems.

#### Examples

- Illustrative Mathematics:

# 2021 Oregon Math Guidance: HS.NQ.B.5

**Cluster: HS.NQ.B - Attend to units of measurement needed to solve problems through quantitative reasoning and mathematical modeling.**

## STANDARD: HS.NQ.B.5

### Standards Statement (2021):

Use reasoning to choose a level of accuracy appropriate to limitations on measurement when reporting quantities in modeling situations.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

N/A | N/A | HS.GM.C.10, HS.GM.C.11 | HSN.Q.A.3 HS.NQ.B Crosswalk |

### Standards Guidance:

#### Boundaries

- Note: This standard applies universally in modeling situations.
- MP4: mathematical modeling

#### Teaching Strategies

- Instruction should include appropriate use of different measurement systems (e.g. feet/inches/yards and meters/centimeters/millimeters).
- Instructional support to convert between measurement units both within a given system (e.g. customary to customary or metric to metric), or across measurement systems (e.g. customary and metric conversions)

#### Examples

- Illustrative Mathematics: