Standard #: MAFS.912.A-APR.3.4 (Archived Standard)


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Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x² + y²)² = (x² – y²)² + (2xy)² can be used to generate Pythagorean triples.


General Information

Subject Area: Mathematics
Grade: 912
Domain-Subdomain: Algebra: Arithmetic with Polynomials & Rational Expressions
Cluster: Use polynomial identities to solve problems. (Algebra 2 - Additional Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Date Adopted or Revised: 02/14
Content Complexity Rating: Level 1: Recall - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived

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Related Resources

Original Student Tutorial

Name Description
Factoring Polynomials with Greatest Common Factor

Learn how to factor polynomials by finding their greatest common factor in this interactive tutorial.

Problem-Solving Task

Name Description
Trina's Triangles

In this task students investigate and ultimately prove the validity of the method of generating Pythagorean Triples that involves the polynomial identity (x2+y2)2=(x2-y2)2+(2xy)2.

Student Resources

Original Student Tutorial

Name Description
Factoring Polynomials with Greatest Common Factor:

Learn how to factor polynomials by finding their greatest common factor in this interactive tutorial.

Problem-Solving Task

Name Description
Trina's Triangles:

In this task students investigate and ultimately prove the validity of the method of generating Pythagorean Triples that involves the polynomial identity (x2+y2)2=(x2-y2)2+(2xy)2.



Parent Resources

Problem-Solving Task

Name Description
Trina's Triangles:

In this task students investigate and ultimately prove the validity of the method of generating Pythagorean Triples that involves the polynomial identity (x2+y2)2=(x2-y2)2+(2xy)2.



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