allenai/achieve-the-core huggingface dataset:
F-IF.B (Cluster, widely applicable prerequisite): Interpret functions that arise in applications in terms of the context.
F-IF.B.4 (Standard, widely applicable prerequisite): For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
F-IF.B.5 (Standard, widely applicable prerequisite): Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.  For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
F-IF.B.6 (Standard, widely applicable prerequisite): Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
F-IF.C (Cluster, widely applicable prerequisite): Analyze functions using different representations.
F-IF.C.7 (Standard, widely applicable prerequisite): Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
F-IF.C.7a (Sub-standard, widely applicable prerequisite): Graph linear and quadratic functions and show intercepts, maxima, and minima.
F-IF.C.7b (Sub-standard, widely applicable prerequisite): Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
F-IF.C.7c (Sub-standard, widely applicable prerequisite): Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
F-IF.C.7d (Sub-standard, widely applicable prerequisite): Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
F-IF.C.7e (Sub-standard, widely applicable prerequisite): Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
F-IF.C.8 (Standard, widely applicable prerequisite): Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
F-IF.C.8a (Sub-standard, widely applicable prerequisite): Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
F-IF.C.8b (Sub-standard, widely applicable prerequisite): Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^(t), y = (0.97)^(t), y = (1.01)^(12t), y = (1.2)^(t/10), and classify them as representing exponential growth or decay.
F-IF.C.9 (Standard, widely applicable prerequisite): Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
F-BF.A (Cluster, widely applicable prerequisite): Build a function that models a relationship between two quantities.
F-BF.A.1 (Standard, widely applicable prerequisite): Write a function that describes a relationship between two quantities.
Aspects: Application
F-BF.A.1a (Sub-standard, widely applicable prerequisite): Determine an explicit expression, a recursive process, or steps for calculation from a context.
Aspects: Application
F-BF.A.1b (Sub-standard, widely applicable prerequisite): Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
Aspects: Application
F-BF.A.1c (Sub-standard, widely applicable prerequisite): Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.
Aspects: Application
F-BF.A.2 (Standard, none): Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
F-BF.B.3 (Standard, none): Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
Aspects: Procedural Skill and Fluency
F-BF.B.4a (Sub-standard, none): Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x^(3) or f(x) = (x+1)/(x–1) for x ≠1.
F-BF.B.4b (Sub-standard, none): Verify by composition that one function is the inverse of another.
F-BF.B.4c (Sub-standard, none): Read values of an inverse function from a graph or a table, given that the function has an inverse.
F-BF.B.4d (Sub-standard, none): Produce an invertible function from a non-invertible function by restricting the domain.
F-BF.B.5 (Standard, none): Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
F-LE.A (Cluster, none): Construct and compare linear and exponential models and solve problems.
F-LE.A.1 (Standard, widely applicable prerequisite): Distinguish between situations that can be modeled with linear functions and with exponential functions.
Aspects: conceptual understanding
F-LE.A.1a (Sub-standard, widely applicable prerequisite): Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
Aspects: conceptual understanding
F-LE.A.1b (Sub-standard, widely applicable prerequisite): Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
Aspects: conceptual understanding
F-LE.A.1c (Sub-standard, widely applicable prerequisite): Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
Aspects: conceptual understanding
F-LE.A.2 (Standard, none): Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
F-LE.A.3 (Standard, none): Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
F-LE.A.4 (Standard, none): For exponential models, express as a logarithm the solution to ab^(ct) = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.
F-LE.B (Cluster, none): Interpret expressions for functions in terms of the situation they model.
F-LE.B.5 (Standard, none): Interpret the parameters in a linear or exponential function in terms of a context.
F-TF.A (Cluster, none): Extend the domain of trigonometric functions using the unit circle.
F-TF.A.1 (Standard, none): Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
F-TF.A.2 (Standard, none): Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
F-TF.A.3 (Standard, none): Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosines, and tangent for π–x, π+x, and 2π–x in terms of their values for x, where x is any real number.
F-TF.A.4 (Standard, none): Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.
F-TF.B (Cluster, none): Model periodic phenomena with trigonometric functions.
F-TF.B.5 (Standard, none): Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
F-TF.B.6 (Standard, none): Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.
F-TF.B.7 (Standard, none): Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
F-TF.C (Cluster, none): Prove and apply trigonometric identities.
F-TF.C.8 (Standard, none): Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
F-TF.C.9 (Standard, none): Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.
G-CO.A (Cluster, widely applicable prerequisite): Experiment with transformations in the plane.
G-CO.A.1 (Standard, widely applicable prerequisite): Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
G-CO.A.2 (Standard, widely applicable prerequisite): Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
G-CO.A.3 (Standard, widely applicable prerequisite): Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
G-CO.A.4 (Standard, widely applicable prerequisite): Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
G-CO.A.5 (Standard, widely applicable prerequisite): Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
G-CO.B (Cluster, widely applicable prerequisite): Understand congruence in terms of rigid motions.
G-CO.B.6 (Standard, widely applicable prerequisite): Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.
G-CO.B.7 (Standard, widely applicable prerequisite): Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
G-CO.B.8 (Standard, widely applicable prerequisite): Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
G-CO.C.9 (Standard, widely applicable prerequisite): Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.
G-CO.C.10 (Standard, widely applicable prerequisite): Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.
G-CO.C.11 (Standard, none): Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.
G-CO.D.12 (Standard, none): Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
G-CO.D.13 (Standard, none): Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
G-SRT.A (Cluster, widely applicable prerequisite): Understand similarity in terms of similarity transformations.
G-SRT.A.1 (Standard, widely applicable prerequisite): Verify experimentally the properties of dilations given by a center and a scale factor:
- A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
- The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
G-SRT.A.1a (Sub-standard, widely applicable prerequisite): A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
G-SRT.A.1b (Sub-standard, widely applicable prerequisite): The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
G-SRT.A.2 (Standard, widely applicable prerequisite): Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
G-SRT.A.3 (Standard, widely applicable prerequisite): Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.
G-SRT.B (Cluster, widely applicable prerequisite): Prove theorems involving similarity.
G-SRT.B.4 (Standard, widely applicable prerequisite): Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.
G-SRT.B.5 (Standard, widely applicable prerequisite): Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
G-SRT.C (Cluster, widely applicable prerequisite): Define trigonometric ratios and solve problems involving right triangles.
G-SRT.C.6 (Standard, widely applicable prerequisite): Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
G-SRT.C.7 (Standard, widely applicable prerequisite): Explain and use the relationship between the sine and cosine of complementary angles.
G-SRT.C.8 (Standard, widely applicable prerequisite): Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
Aspects: Application
G-SRT.D (Cluster, none): Apply trigonometry to general triangles.
G-SRT.D.9 (Standard, none): Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.
G-SRT.D.10 (Standard, none): Prove the Laws of Sines and Cosines and use them to solve problems.
G-SRT.D.11 (Standard, none): Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).
G-C.A.1 (Standard, none): Prove that all circles are similar.
G-C.A.2 (Standard, none): Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
G-C.A.3 (Standard, none): Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
G-C.A.4 (Standard, none): Construct a tangent line from a point outside a given circle to the circle.
G-C.B (Cluster, none): Find arc lengths and areas of sectors of circles.
G-C.B.5 (Standard, none): Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.
G-GPE.A (Cluster, none): Translate between the geometric description and the equation for a conic section.
G-GPE.A.1 (Standard, none): Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.
G-GPE.A.2 (Standard, none): Derive the equation of a parabola given a focus and directrix.
G-GPE.A.3 (Standard, none): (+)Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.
G-GPE.B (Cluster, none): Use coordinates to prove simple geometric theorems algebraically.
G-GPE.B.4 (Standard, none): Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, Ö3) lies on the circle centered at the origin and containing the point (0, 2).
G-GPE.B.5 (Standard, none): Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).
G-GPE.B.6 (Standard, none): Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
G-GPE.B.7 (Standard, none): Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.
Aspects: Procedural Skill and Fluency
G-GMD.A (Cluster, none): Explain volume formulas and use them to solve problems.
G-GMD.A.1 (Standard, none): Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.
G-GMD.A.2 (Standard, none): Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.
G-GMD.A.3 (Standard, none): Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
G-GMD.B (Cluster, none): Visualize relationships between two-dimensional and three-dimensional objects.
G-GMD.B.4 (Standard, none): Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
G-MG.A.1 (Standard, none): Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
G-MG.A.2 (Standard, none): Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).
G-MG.A.3 (Standard, none): Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
S-ID.A (Cluster, none): Summarize, represent, and interpret data on a single count or measurement variable.
S-ID.A.1 (Standard, none): Represent data with plots on the real number line (dot plots, histograms, and box plots).
S-ID.A.2 (Standard, widely applicable prerequisite): Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
Aspects: Application
S-ID.A.3 (Standard, none): Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
S-ID.A.4 (Standard, none): Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
S-ID.B (Cluster, none): Summarize, represent, and interpret data on two categorical and quantitative variables.
S-ID.B.5 (Standard, none): Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
S-ID.B.6 (Standard, none): Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
S-ID.B.6a (Sub-standard, none): Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear and exponential models.
S-ID.B.6b (Sub-standard, none): Informally assess the fit of a function by plotting and analyzing residuals.
S-ID.B.6c (Sub-standard, none): Fit a linear function for a scatter plot that suggests a linear association.
S-ID.C.7 (Standard, widely applicable prerequisite): Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
Aspects: conceptual understanding
S-ID.C.8 (Standard, none): Compute (using technology) and interpret the correlation coefficient of a linear fit.
S-ID.C.9 (Standard, none): Distinguish between correlation and causation.
S-IC.A (Cluster, widely applicable prerequisite): Understand and evaluate random processes underlying statistical experiments.
S-IC.A.1 (Standard, widely applicable prerequisite): Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
S-IC.A.2 (Standard, none): Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?
S-IC.B (Cluster, none): Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
S-IC.B.3 (Standard, none): Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
S-IC.B.4 (Standard, none): Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
S-IC.B.5 (Standard, none): Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
S-CP.A (Cluster, none): Understand independence and conditional probability and use them to interpret data.