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(note: Some standards did not have enough items to make a worksheet.)
Number Sense and 
Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 10.N.1 Identify and use the properties of operations on real numbers, including the associative, commutative, and distributive properties; the existence of the identity and inverse elements for addition and multiplication; the existence of n^{th} roots of positive real numbers for any positive integer n; and the inverse relationship between taking the n^{th} root of and the n^{th} power of a positive real number. 10.N.2 Simplify numerical expressions, including those involving positive integer exponents or the absolute value, e.g., 3(2^{4} – 1) = 45, 43 – 5 + 6 = 14; apply such simplifications in the solution of problems. 10.N.3 Find the approximate value for solutions to problems involving square roots and cube roots without the use of a calculator._{ } 10.N.4 Use estimation to judge the reasonableness of results of computations and of solutions to problems involving real numbers. 
Patterns,
Relations, and Algebra 
Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 10.P.1 Describe, complete, extend, analyze, generalize, and create a wide variety of patterns, including iterative, recursive (e.g., Fibonnacci Numbers), linear, quadratic, and exponential functional relationships. 10.P.2 Demonstrate an understanding of the relationship between various representations of a line. Determine a line's slope and x and yintercepts from its graph or from a linear equation that represents the line. Find a linear equation describing a line from a graph or a geometric description of the line, e.g., by using the "pointslope" or "slope yintercept" formulas. Explain the significance of a positive, negative, zero, or undefined slope. 10.P.3 Add, subtract, and multiply polynomials. Divide polynomials by monomials. 10.P.4 Demonstrate facility in symbolic manipulation of polynomial and rational expressions by rearranging and collecting terms; factoring (e.g., a^{2} – b^{2} = (a + b)(a – b), x^{2} + 10x + 21 = (x + 3)(x + 7), 5x^{4} + 10x^{3} – 5x^{2} = 5x^{2} (x^{2} + 2x – 1)); identifying and canceling common factors in rational expressions; and applying the properties of positive integer exponents. 10.P.5 Find solutions to quadratic equations (with real roots) by factoring, completing the square, or using the quadratic formula. Demonstrate an understanding of the equivalence of the methods. 10.P.6 Solve equations and inequalities including
those involving absolute value of linear expressions (e.g., x  2
> 5) and apply to the solution of problems. 10.P.7 Solve
everyday problems that can be modeled using linear, reciprocal, quadratic, or
exponential functions. Apply appropriate tabular, graphical, or symbolic
methods to the solution. Include compound interest, and direct and inverse
variation problems. Use technology when appropriate. 10.P.8 Solve
everyday problems that can be modeled using systems of linear equations or
inequalities. Apply algebraic and graphical methods to the solution. Use
technology when appropriate. Include mixture, rate, and work problems. 
Geometry

Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 10.G.1 Identify figures using properties of sides, angles, and diagonals. Identify the figures' type(s) of symmetry. 10.G.2 Draw congruent and similar figures using a compass, straightedge, protractor, and other tools such as computer software. Make conjectures about methods of construction. Justify the conjectures by logical arguments. 10.G.3 Recognize and solve problems involving angles formed by transversals of coplanar lines. Identify and determine the measure of central and inscribed angles and their associated minor and major arcs. Recognize and solve problems associated with radii, chords, and arcs within or on the same circle. 10.G.4 Apply congruence and similarity correspondences (e.g., DABC @ DXYZ) and properties of the figures to find missing parts of geometric figures, and provide logical justification. 10.G.5 Solve simple triangle problems using the triangle angle sum property and/or the Pythagorean theorem. 10.G.6 Use
the properties of special triangles (e.g., isosceles, equilateral, 30º–60º–90º,
45º–45º–90º) to solve problems. 10.G.7 Using rectangular coordinates, calculate midpoints of segments, slopes of lines and segments, and distances between two points, and apply the results to the solutions of problems. 10.G.8 Find linear equations that represent lines either perpendicular or parallel to a given line and through a point, e.g., by using the "pointslope" form of the equation. 10.G.9 Draw the results, and interpret transformations on figures in the coordinate plane, e.g., translations, reflections, rotations, scale factors, and the results of successive transformations. Apply transformations to the solutions of problems. 10.G.10 Demonstrate the ability to visualize solid objects and recognize their projections and cross sections. 10.G.11 Use vertexedge graphs to model and solve problems. 
Measurement

Students engage in problem solving,
communicating, reasoning, connecting, and representing as they: 10.M.1 Calculate perimeter, circumference,
and area of common geometric figures such as parallelograms, trapezoids,
circles, and triangles. 10.M.2 Given the formula, find the lateral area, surface area,
and volume of prisms, pyramids, spheres, cylinders, and cones, e.g., find the
volume of a sphere with a specified surface area. 10.M.3 Relate changes in the measurement
of one attribute of an object to changes in other attributes, e.g., how
changing the radius or height of a cylinder affects its surface area or
volume. 10.M.4 Describe the effects of approximate
error in measurement and rounding on measurements and on computed values from
measurements. 
Data
Analysis, Statistics, and Probability 
Students engage in problem solving,
communicating, reasoning, connecting, and representing as they: 10.D.1 Select, create, and
interpret an appropriate graphical representation (e.g., scatterplot, table,
stemandleaf plots, boxandwhisker plots, circle graph, line graph, and
line plot) for a set of data and use appropriate statistics (e.g., mean,
median, range, and mode) to communicate information about the data. Use these
notions to compare different sets of data. 10.D.2 Approximate a line of
best fit (trend line) given a set of data (e.g., scatterplot). Use technology
when appropriate. 10.D.3 Describe and explain
how the relative sizes of a sample and the population affect the validity of
predictions from a set of data. 
The questions are from various released 10th Grade MCAS Math tests. The worksheets contain multiplechoice questions, shortanswer questions, and openresponse questions. The number of questions of each type varies depending on the availability of released MCAS questions in each subject area.
This website includes released test items that have been released to the public by the Massachusetts Department of Elementary and Secondary Education.