PreK HS Mathematics Core Course Objectives


 Sabrina Underwood
 9 months ago
 Views:
Transcription
1 PreK HS Mathematics Core Course Objectives The Massachusetts Department of Elementary and Secondary Education (ESE) partnered with WestEd to convene panels of expert educators to review and develop statements of essential curriculum content,, for approximately 100 different grades/subjects and courses. In conjunction with the Massachusetts Curriculum Frameworks, the CCOs were used by a team of WestEd evaluators to ensure content alignment in the identification and evaluation of example assessments suitable for use as DistrictDetermined Measures (DDMs). Districts can utilize the CCOs themselves or the process of developing CCOs in their own work when selecting DDMs. At each meeting, educators developed highquality CCOs that met the following criteria: Scope: The CCO describes an overarching learning goal. Assessability: The CCO describes knowledge, skills, or abilities that are readily able to be measured. are statements that: describe different elements of core, essential content (knowledge, skills, or abilities); are pulled, created, or synthesized from a larger set of curriculum standards; and clarify key knowledge, skills, and abilities that many educators and other content experts working together agree are most critical in that content area, grade, or course. Each CCO should be highlevel and represent broad enough learning goals to be taught using a wide variety of instructional tools or methods (scope), while also focused enough that students growth in learning that knowledge or skill can be measured by an assessment (assessability). Centrality: The CCO describes a critically important concept, skill, or ability that is central to the subject/grade or course. Relevance: The CCO represents knowledge, skills, and abilities that are consistent with Massachusetts s values and goals. After public review, WestEd s content specialists reviewed the comments submitted by educators and other stakeholders. The CCOs that emerged from this process are presented below. 1
2 Mathematics Grade: PreK 1 Students identify and name written numerals and connect them with quantities up to ten, using subitizing (recognizing quantities without counting) and/or counting. 2 Students listen to and say the names of numbers in meaningful contexts. 3 Students count many kinds of concrete objects and actions up to ten, using onetoone correspondence, and accurately count as many as seven things in a scattered configuration. 4 Students compare collections of objects and describe collections using language, such as more/less than or equal to/same as, to compare and describe collections of objects. 5 Students use concrete objects (e.g., cubes, fingers, manipulatives) to model realworld addition problems (putting together) and subtraction problems (taking away) up through five. 6 Students recognize and compare measurable attributes of the length and weight of everyday objects using appropriate vocabulary (e.g., long[er], short[er], tall[er], heavy[heavier], light[er], wide[wider], narrow[er]). 7 Students sort, categorize, and classify objects by more than one attribute. 8 Students use appropriate language to identify relative positions of objects in space (e.g., beside, inside, next to, close to, above, below, and apart). course. Source documents used are as follows: Massachusetts Mathematics Curriculum Framework (2011); Learning Progressions Frameworks Designed for Use with The Common Core State Standards in Mathematics K 12 (NCIEA) (2011). 2
3 Mathematics Algebra I Grade: HS 1 Students use the properties of exponents to rewrite expressions involving radicals and rational exponents and to transform expressions for exponential functions. 2 Students interpret expressions that represent a quantity, interpret parts of an expression (terms, factors, and coefficients) in terms of context, and use the structure of an expression to rewrite it. 3 Students produce an equivalent form of a quadratic expression by factoring to reveal the zeros of the function defined; and, by completing the square, to reveal the maximum or minimum value of the function defined. 4 Students perform addition, subtraction, and multiplication of polynomials. 5 Students write, interpret, and translate among various forms of linear equations and inequalities in solving realworld problems. 6 Students explain each step in solving a simple equation and construct a viable argument to justify a solution method. 7 Students write, interpret, and translate among various forms of quadratic equations and inequalities and solve realworld problems. 8 Students solve linear equations and inequalities in one variable and solve systems of linear equations in two variables. 9 Students solve quadratic equations in one variable using completing the square, factoring, and the quadratic formula. 10 Students write and evaluate functions and interpret statements that use function notation in context. 11 Students sketch graphs of functions that model a relationship between two quantities and interpret key features of the graphs. 12 Students compare properties of two functions (i.e., linear, quadratic, and exponential) each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 3
4 13 Students represent data on two quantitative variables on a scatter plot, describe how the variables are related, and use functions fitted to the data to solve problems in context. 14 Students interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of data. course. Source document used is as follows: Massachusetts Mathematics Curriculum Framework(2011). 4
5 Mathematics Algebra II Grade: HS 1 Students identify zeros of polynomials, including complex zeros of quadratic polynomials, make connections between zeros of polynomials and solutions of polynomial equations, and use the zeros of a polynomial to sketch a graph of the function defined by the polynomial. 2 Students perform arithmetic operations with complex numbers. 3 Students explain the impact of changes to a function (i.e., terms, factors, and coefficients) in terms of the context of a problem. 4 Students perform arithmetic operations on polynomials and on rational expressions. 5 Students rearrange formulas to highlight a quantity of interest, constructing a viable argument to justify their method. 6 Students create and solve equations that arise from linear, quadratic, simple rational, and simple exponential functions to model and solve problems. 7 Students solve equations and inequalities graphically. 8 Students interpret functions using key features of graphs and tables and sketch graphs showing key features of the relationship. (Key features include: domain, intercepts, intervals where the function is increasing, decreasing, positive or negative, relative maximums and minimums, symmetries, end behavior, and periodicity where relevant.) 9 Students compare key features of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (Key features include: domain, intercepts, intervals where the function is increasing, decreasing, positive or negative, relative maximums and minimums, symmetries, end behavior, and periodicity where relevant.) 10 Students use the unit circle to extend trigonometric functions to all real numbers and use the Pythagorean identity to find sin (θ), cos (θ), or tan (θ), given sin (θ), cos (θ), or tan (θ), and the quadrant. 11 Students find the inverse for exponential and logarithmic models. 12 Students make inferences and justify conclusions from sample surveys, experiments, and observational studies (e.g., students use data from a sample survey to estimate a population mean or proportion). 5
6 course. Source document used is as follows: Massachusetts Mathematics Curriculum Framework (2011). 6
7 Mathematics Advanced Quantitative Reasoning Grade: HS 1 Students solve problems involving velocity and other quantities that can be represented by vectors, recognizing vector quantities as having magnitude and direction and representing vectors as directed line segments in component form. 2 Students use the numeric operations of matrices, including addition, subtraction, multiplication, and scalar multiplication, demonstrating knowledge of the properties of matrices, including commutative, associative, and distributive laws, and of the existence of identities and inverses. 3 Students use matrices to represent and manipulate data; for example, through linear transformations or incidence relationships in a network. 4 Students solve systems of linear equations using matrix inverses and applying technology for matrices of dimension 3 x 3 or greater. 5 Students use the unit circle to determine geometrically the values of sine, cosine, and tangent for special angles. 6 Students choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. 7 Students use inverse functions to solve trigonometric equations that arise in modeling contexts and apply the Laws of Cosines and Sines to find unknown measurements in right and nonright triangles. 8 Students derive the equations of conic sections and use the equations and their graphs to model realworld problems. 9 Students apply geometric methods and concepts to model and solve design problems and use dimensional analysis to confirm that expressions and equations make sense. 10 Students make inferences and justify conclusions from sample surveys, experiments, and observational studies, distinguishing between correlation and causation. 11 Students use combinations and permutations to compute theoretical probabilities, including conditional probability, for events that are either dependent or independent. 12 Students calculate and use expected value as a measure of center for the probability distribution of a random variable. 13 Students use probability to: weigh the possible outcomes of a decision by assigning probabilities; make fair decisions; and analyze strategies. 7
8 course. Source document used is as follows: Massachusetts Mathematics Curriculum Framework, Model Advanced Courses: Model Advanced Quantitative Reasoning (2011). 8
9 Mathematics Geometry Grade: HS 1 Students use geometric descriptions of rigid motions to transform figures and to determine if geometric figures are congruent. 2 Students use trigonometric ratios and the Pythagorean Theorem to find unknown measurements in right triangles. 3 Students use the rectangular coordinate system to verify geometric relationships, including properties of special polygons and slopes of parallel and perpendicular lines. 4 Students solve problems involving volume of right and oblique solids. 5 Students use the definitions of congruence and similarity to determine if figures are congruent or similar, and to solve problems involving missing measurements. 6 Students apply geometric concepts in modeling situations, which include representing realworld objects as geometric solids, solving optimization problems, and using dimensional analysis for unit conversions. 7 Students interpret a circle diagram to solve problems involving arc measures, central angles, inscribed angles, exterior angles, and angles formed by intersecting chords. 8 Students use proportional reasoning to determine exact or approximate values for the length of an arc intercepted by an angle or the area of a sector of a circle. 9 Students use the distance formula, Pythagorean Theorem, or given information to determine the equations of circles and parabolas and to translate between the graphical and algebraic forms of circles and parabolas. 10 Students use congruence and similarity criteria to solve problems and prove relationships in geometric figures. course. Source document used is as follows: Massachusetts Mathematics Curriculum Framework, Model Traditional Pathway: Model Geometry (2011). 9
10 Mathematics PreCalculus Grade: HS 1 Students identify the key features of polynomial, rational, logarithmic, and trigonometric functions, and use these to sketch the graphs of these functions. (The key features, as they apply, include end behaviors, zeros and yintercepts, asymptotes, bounds, extrema, domain, range, period, and intervals for which the function is increasing or decreasing, and values for which it is positive and negative.) 2 Students model periodic relationships from multiple representations using appropriate trigonometric functions and use those models to answer a variety of questions about the phenomena. 3 Students use inverse trigonometric relationships to solve trigonometric equations that arise in practical problems, including modeling contexts and nonright triangles. 4 Students use the inverse relationship between exponential and logarithmic functions to solve logarithmic and exponential equations that arise in practical problems. 5 Students apply odd/even, sum/difference, and cofunction identities to determine a desired trigonometric value when given another function s value and quadrant, as well as to prove identity statements. 6 Students translate between the geometric descriptions and the equations of hyperbolas and ellipses. 7 Students solve problems involving position or velocity graphically and numerically using vector representations and operations. 8 Students perform arithmetic operations with complex numbers, represent complex numbers and their operations on the complex plane, and use complex numbers in polynomial identities and equations. course. Source document used is as follows: Massachusetts Mathematics Curriculum Framework, Model Advanced Courses: Model Precalculus (2011). 10
11 Mathematics Probability and Statistics Grade: HS 1 Students analyze quantitative univariate data sets and compare distributions of two or more quantitative univariate data sets, using shape and measures of center and spread. 2 Students create a linear model that represents the association between quantitative bivariate data sets and interpret the slope, yintercept, and rvalue (correlation). 3 Students analyze and describe nonlinear and linear associations between quantitative bivariate data. 4 Students use the mean and standard deviation of a normally distributed data set to calculate zscores in order to make comparisons, using technology to determine probabilities by estimating area under the curve. 5 Students identify a sample that is representative of the population, recognizing the purpose of random sampling and distinguishing between a sample statistic and a population parameter. 6 Students explain how randomization relates to surveys, experiments, and observational studies. 7 Students make inferences and draw conclusions from collected data by using sample statistics to make inferences about a population. 8 Students use data from a twoway table to decide if events are independent. 9 Students find probabilities, including conditional probabilities, of independent or dependent compound events using the addition and multiplication rules of probability. 10 Students use simulations to estimate probabilities and check the results of a datagenerated process. 11 Students make inferences and justify conclusions from sample surveys, experiments, and observational studies. 12 Students make inferences and justify conclusions from two sets of data, distinguishing between correlation, association, and causation. 13 Students use combinations and permutations to compute theoretical probabilities, including conditional probability, for events that are either dependent or independent. 14 Students calculate and use expected value as a measure of center for the probability distribution of a random variable. 11
12 15 Students apply probability to realworld situations by using theoretical probability and empirical probability to evaluate outcomes of decisions. course. Source document used is as follows: Massachusetts Mathematics Curriculum Framework, Conceptual Category: Statistics and Probability (2011). 12
Mathematics Common Core Critical Areas by Grade Level
Mathematics Common Core Critical Areas by Grade Level Kindergarten: In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with
More informationMathematics Assessment Collaborative. Core Idea Document. Grades K  10
Mathematics Assessment Collaborative Core Idea Document Grades K  10 Core Ideas  Kindergarten Core Idea 1: Number Properties Understand numbers, ways of representing numbers, relationships among numbers,
More informationPrerequisites: TSI Math Complete and high school PreCalculus or Math 1316
Course Syllabus Math 2412 PreCalculus Catalog Description: Analytic and numerical treatment of functions, their graphs, inverse functions, polynomial functions, rational and irrational functions, exponential
More informationMathematics Grades prepmanual.pdf
From the TExES Examinations Of Educator Standards (TExES) Preparation Manual Mathematics Grades 8 12 http://www.texes.nesinc.com/prepmanuals/pdfs/texes_fld150_ prepmanual.pdf 1 TEST FRAMEWORK: MATHEMATICS
More informationDeriving Values of Special Angles on the Unit Circle and Graphing Trigonometric Functions
Algebra 2, Quarter 4, Unit 4.1 Deriving Values of Special Angles on the Unit Circle and Graphing Trigonometric Functions Overview Number of instructional days: 12 (1 day = 45 60 minutes) Content to be
More informationGeorgia Department of Education
Accelerated GPS PreCalculus This is a course in precalculus and statistics, designed to prepare students to take AB or BC Advanced Placement Calculus. It includes rational, circular trigonometric and
More informationAlgebra 2. Scope and Sequence. Quarter 1. Unit of Study 1.1: Interpreting Linear and Quadratic Functions (10 days) Standards for Mathematical Content
Algebra 2 Scope and Sequence Quarter 1 Unit of Study 1.1: Interpreting Linear and Quadratic Functions (10 days) Standards for Mathematical Content Quantities NQ Reason quantitatively and use units to
More informationGeorgia Department of Education
Mathematics Georgia Performance Standards K12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by
More informationAmarillo ISD Math Curriculum
Amarillo ISD Precalculus Stards Amarillo Independent School District follows the Texas Essential Knowledge Skills (TEKS). All of AISD curriculum documents resources are aligned to the TEKS. The State of
More informationMathematics 4 8 (115)
Purpose Mathematics 4 8 (115) The purpose of the Mathematics 4 8 test is to measure the requisite knowledge and skills that an entrylevel educator in this field in Texas public schools must possess. The
More informationTab 1: Refinement in the Mathematics TEKS Table of Contents
Tab 1: Refinement in the Mathematics TEKS Table of Contents Master Materials List 1ii What Are the Changes 912? 11 Transparency 1 15 Handout 1 16 Transparency 2 17 Algebra I, Algebra II, and Geometry
More informationALABAMA COURSE OF STUDY MATHEMATICS GRADES 912
COURSE OF STUDY MATHEMATICS GRADES 912 Correlated to BASIC MATH SKILLS, ALGEBRA, GEOMETRY, ALGEBRA 2, LIFE SKILLS MATH, CONSUMER MATHEMATICS, MATH FOR THE WORLD OF WORK 4201 Woodland Road Circle Pines,
More informationLiberal Arts Mathematics 2
Core addresses the need for a course that meets graduation requirements and focuses on reinforcing, deepening, and extending a student's mathematical understanding. starts with a review of algebraic concepts
More informationAligned State Standard. Students will acquire knowledge about scientific notation. 6.A.3 Holt Textbook
Curriculum Heading Curriculum Statement Aligned State Standard Teacher Resources Performance Indicator and and and and Students will acquire knowledge about scientific notation. 6.A.3 Holt Textbook Students
More informationStatewide Framework Document for:
Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance
More informationILLINOIS CORE MATH STANDARDS (8410)
ILLINOIS CORE MATH STANDARDS (8410) The Common Core Standards (CCS) for K12 mathematics have recently been adopted by Illinois and several other states. The developmental mathematics curriculum at the
More informationInspireData Standards Match
InspireData Standards Match MONTANA Mathematics Content Standards Grades 5 8 Meeting curriculum standards is a major focus in education today. This document highlights the correlation of InspireData with
More informationConic Sections Ellipses and Hyperbolas
Precalculus, Quarter 1, Unit 1.1 Conic Sections Ellipses and Hyperbolas Overview Number of instructional days: 12 (1 day = 45 60 minutes) Content to be learned Derive the equations of ellipses and hyperbolas
More informationCourse Description. Course Title: PREALGEBRA B
Course Title: PREALGEBRA B Course No. 3262 Grade level: 912 Text and Resources: California ; Prentice Hall Course Content: Key Content Standards and Course Objectives The following objectives are based
More informationPennsylvania Mathematics Performance Level Descriptors
Grade 3 Advanced A thirdgrade student performing at the Advanced Level solves complex problems and demonstrates indepth understanding of the skills, concepts, and procedures in the five Pennsylvania
More informationMathematics: Content Knowledge
The Praxis Study Companion Mathematics: Content Knowledge 5161 www.ets.org/praxis Welcome to the Praxis Study Companion Welcome to the Praxis Study Companion Prepare to Show What You Know You have been
More informationPrentice Hall, Algebra Correlated to: Alaska Standards and Grade Level Expectations for Math (Grade 9)
Numeration: Understand and use numeration Numeration Performance Standards that apply to grades 910: M1.4.1 Read, write, model, order, and define real numbers and subsets. M1.4.2 Add in a different base
More informationPrentice Hall Algebra Foundations Series 2011 Correlated to: Alaska Standards and Grade Level Expectations for Math (Grade 9)
Numeration: Understand and use numeration Numeration Performance Standards that apply to grades 910: M1.4.1 Read, write, model, order, and define real numbers and subsets. M1.4.2 Add in a different base
More informationAlgebra 2, Quarter 1, Unit 1.1. Displays of Data. Overview. 6 (1 day for assessment)
Algebra 2, Quarter 1, Unit 1.1 Displays of Data Overview Number of instructional days: 6 (1 day for assessment) (1 day = 45 minutes) Content to be learned Create box and whisker plots, frequency charts,
More informationSection 3 Mathematics
Section 3 Mathematics I. OVERALL OBJECTIVES Through mathematical activities, to help students deepen their understanding of fundamental concepts, principles and rules regarding numbers, quantities, geometrical
More informationPrentice Hall Precalculus: Graphical, Numerical, Algebraic 2010
Precalculus Prentice Hall Precalculus: Graphical, Numerical, Algebraic 2010 C O R R E L A T E D T O Indiana Math Standards Final Draft from March 2009 Precalculus PRECALCULUS Standard 1 Relations and
More informationIllinois Mathematics & Computer Science Articulation Guide. Prepared by IMACCISMAA Joint Task Force
Illinois Mathematics & Computer Science Articulation Guide Prepared by IMACCISMAA Joint Task Force Approved April 8 th 2016 Table of Contents Page Introduction 1 Technology Statement 2 Standards Statement
More informationWYTOPP Modular Assessments  Mathematics
WYTOPP Modular ssessments  Mathematics enchmark Modules: Mathematics Grade 1 enchmark Module: Math Grade 1 Operations and lgebraic Thinking This test measures a student s ability to solve addition and
More informationTANTASQUA REGIONAL HIGH SCHOOL MATHEMATICS DEPARTMENT Course Sequence
TANTASQUA REGIONAL HIGH SCHOOL MATHEMATICS DEPARTMENT Course Sequence GRADE 8 PREALGEBRA INTRO TO ALGEBRA ADVANCED ALGEBRA MATH ELECTIVES INTRO TO HS MATH (CP) PREALGEBRA (CP) ALGEBRA I PART 1 ALGEBRA
More informationAdvanced Algebra with Financial Applications
Advanced Algebra with Financial Applications PreRequisites: Algebra II recommended Credits: 0.5 (per semester) Estimated Completion Time: 2 semesters/ 3236 weeks Note: This course meets one required
More informationUnderstanding Basic Parts of Expressions and Units
Algebra 2, Quarter 1, Unit 1.1 Understanding Basic Parts of Expressions and Units Overview Number of instructional days: 5 (1 day = 45 60 minutes) Content to be learned Use appropriate units in word problems.
More informationAGS THE GREAT REVIEW GAME FOR PREALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PREALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationCourse Title: Math Grade Level: Sixth
Course Title: Math Grade Level: Sixth 8TH GRADE STATE STANDARDS STUDENT PERFORMANCE STRATEGIES, ACTIVITIES, AND RESOURCES 2.1 Numbers, Number Systems and Number Relationships: A. Represent and use numbers
More informationFlorida Department of Education Curriculum Frameworks GED Mathematical Reasoning. Adult General Education
Adult General Education Program Title GED Preparation Program Number 9900130 Program Length Varies Course Title Course Number 9900134 CIP Number 1532.010207 Grade Level 30, 31 Standard Course Length Varies
More informationContent Alignment Guide of: Pacemaker ALGEBRA 1. Prentice Hall s ALGEBRA 1
Content Alignment Guide of: Pacemaker ALGEBRA 1 correlated to Prentice Hall s ALGEBRA 1 Bookworks, Santa Fe Pacemaker Algebra 1, 2003 PEARSON LEARNING GROUP and Classroom Resource Binder correlated to
More informationWethersfield Public Schools Course Outline
Course Name: PreAlgebra Grade 8 Department: Math Grade(s): 8 Level(s): 2 Course Number(s): N/A Credits: N/A Wethersfield Public Schools Course Outline Course Description: PreAlgebra incorporates the
More informationCurriculum Planning Manuals
Curriculum Planning Manuals Mathematics Reading & Vocabulary Science Social Sciences Written Language Spanish Curriculum Click on the subject area (at left) to go to that section or use Edit/Find to keyword
More informationHoughton Mifflin MATHEMATICS. Level 6 correlated to South Carolina Mathematics Curriculum Standards Grade 6
2002 NUMBER AND OPERATIONS I. Understand numbers, ways of representing numbers, relationships among numbers, and number systems. A. Work flexibly with fractions, decimals, and percents to solve problems.
More informationPrentice Hall Mathematics: Algebra Correlated to: Missouri Mathematics GradeLevel Expectations (Grade 9)
Missouri Mathematics GradeLevel Expectations () Number and Operations 1. Understand numbers, ways of representing numbers, relationships among numbers and number systems A. Read, write and compare numbers
More informationCENTRAL TEXAS COLLEGE SYLLABUS FOR MATH2412 PRECALCULUS. Semester Hours Credit: 4
CENTRAL TEXAS COLLEGE SYLLABUS FOR MATH2412 PRECALCULUS Semester Hours Credit: 4 I. INTRODUCTION A. Precalculus, Math 2412, is a foursemesterhour course. The course is an indepth combined study of
More informationYear 11 Scheme of work Autumn Term Half term 1 Higher level
Year 11 Scheme of work Autumn Term Half term 1 Higher level Topic Title: Algebra: further quadratics, rearranging formulae and identities 6 lessons Routemap: 3 Year Higher Pre requisite knowledge: Basic
More informationFirstDegree Equations and Inequalities 2
FirstDegree Equations and Inequalities 2 Chapter Solving Equations and Inequalities 4 Introduction 3 FollowUps 27, 84, 120, 192 Culmination 207 Getting Started 5 Getting Ready for the Next Lesson 10,
More informationAlgebra 1. Scope and Sequence. Quarter 1. Unit of Study 1.1: Looking at Number Sense (5 days) Standards for Mathematical Content
Algebra 1 Scope and Sequence Quarter 1 Unit of Study 1.1: Looking at Number Sense (5 days) Standards for Mathematical Content Quantities NQ Reason quantitatively and use units to solve problems. [Foundation
More informationBig Ideas Math (Blue) Correlation to the Common Core State Standards Regular Pathway  Grade 8
2014 Big Ideas Math (Blue) Correlation to the Common Core State s Regular Pathway  Grade 8 Common Core State s: Copyright 2010. National Governors Association Center for Best Practices and Council of
More informationGrade 8: Correlated to AGS Consumer Mathematics
Grade 8: Correlated to AGS Consumer Mathematics Grade 8: Standard 1 Number Sense Students know the properties of rational and irrational numbers expressed in a variety of forms. They understand and use
More informationApplying Systems of Linear Equations
Grade 8 Mathematics, Quarter 4, Unit 4.1 Applying Systems of Linear Equations Overview Number of instructional days: 5 1 day assessment (1 day = 45 60 minutes) Content to be learned Solve math problems
More informationComparing Linear, Quadratic, and Exponential Models
Algebra 1, Quarter 4, Unit 4.1 Comparing Linear, Quadratic, and Exponential Models Overview Number of instructional days: 10 (1 day = 45 60 minutes) Content to be learned Solve systems of equations and
More informationGrade Read, write, compar e, and solve pr oblems using decimals in scientific notation. AGS PreAlgebra: Chapter 3: Lesson 6
Grade 8 Grade 8: Standard 1 Number Sense Students know the properties of rational and irrational numbers expressed in a variety of forms. They understand and use exponents, powers, and roots. 8.1. 1 Read,
More informationPrecalculus, Quarter 4, Unit 4.1. Conic Sections. Overview
Precalculus, Quarter 4, Unit 4.1 Conic Sections Overview Number of instructional days: 12 (1 day = 45 minutes) Content to be learned Use analytic geometry to solve problems involving finding the equation
More information600 glh 5 GCSEs at D G. 800 glh 7 GCSEs at A* C glh 3.5 A Levels at A* E
1419: Diploma in Engineering Started in September 2008 Available at levels 1, 2 and 3 at partner institutions Foundation Diploma in Engineering Higher Diploma in Engineering Advanced Diploma in Engineering
More informationAlgebra II Common Core
Core Algebra II introduces students to advanced functions, with a focus on developing a strong conceptual grasp of the expressions that define them. Students learn through discovery and application, developing
More informationNorth Carolina Math 2
Core Math II extends students' algebraic and geometric knowledge of functional relationships, geometric modeling, proofs, and probability. Students learn through discovery and application, developing the
More informationAlgebraic Representations of Conic Sections
Geometry, Quarter 4, Unit 4.1 Algebraic Representations of Conic Sections Overview Number of instructional days: 22 (1 day = 45 minutes) Content to be learned Construct the inscribed and circumscribed
More informationPAWS MATH ASSESSMENT DESCRIPTIONS VERTICAL ALIGMENT
CONTENT STANDARD  Number Operations and Concepts Understand the meaning of arithmetic operations and make reasonable estimates Understand ways to represent numbers, relationships among numbers, and number
More informationMathematics PROGRESSION IN MATHEMATICS
Mathematics PROGRESSION IN MATHEMATICS In mathematics the level descriptions indicate the progression in the knowledge, understanding and skills set out in the different sections of the programmes of study.
More informationMATHEMATICS (MATH) Mathematics (MATH) 1
Mathematics (MATH) 1 MATHEMATICS (MATH) MATH0800 Developmental Special Topics in Mathematics 1 Study of selected developmental topics or current issues in mathematics. Provides student an opportunity
More informationKeystone Exams: Algebra II
Assessment Anchors and Eligible Content Pennsylvania Department of Education www.education.state.pa.us April 2014 PENNSYLVANIA DEPARTMENT OF EDUCATION General Introduction to the Keystone Exam Assessment
More informationWhy the Common Core?
Why the Common Core? Preparation: For college and career Competition: internationally benchmarked and globally competitive. Equity: consistent for all Clarity: focused, coherent, and clear Collaboration:
More informationNorth Carolina Math 2 (2016)
Core Math II extends students' algebraic and geometric knowledge of functional relationships, geometric modeling, proofs, and probability. Students learn through discovery and application, developing the
More informationInformational Guide to Geometry Summative Assessment
2 Informational Guide to Geometry Summative Assessment Overview This guide has been prepared to provide specific information about the PAR Summative Assessments. The PAR Assessments are based upon Evidenceentered
More informationMath 3 with Statistics
Escondido Union High School District Math 3 with Statistics EUHSD Board Approval Date: 4/19/16 1 The EUHSD Mathematics curriculum document outlines specific course expectations in a comprehensive integrated
More informationMeasurement Students will explain reasoning when applying and modeling geometric measurement formulas.
SAU 16 MATH LEARNING PROGRESSION Graduation Competencies Students will reason abstractly and manipulate symbolic expressions and models to represent relationships and interpret expressions, equations,
More informationPrentice Hall Mathematics: PreAlgebra 2004 Correlated to: Missouri Mathematics GradeLevel Expectations (Grade 8)
Missouri Mathematics GradeLevel Expectations () Number and Operations 1. Understand numbers, ways of representing numbers, relationships among numbers and number systems A. Read, write and compare numbers
More informationInspireData Standards Match
InspireData Standards Match T E X A S Essential Knowledge and Skills: Mathematics Meeting curriculum standards is a major focus in education today. This document highlights the correlation of InspireData
More informationACT Course Standards Algebra I
ACT Course Standards Algebra I A set of empirically derived course standards is the heart of each QualityCore mathematics course. The ACT Course Standards represent a solid evidencebased foundation in
More informationCurriculum Focal Points for Mathematics in Prekindergarten through Grade 8
5 Curriculum Focal Points for Mathematics in Prekindergarten through Grade 8 Three curriculum focal points are identified and described for each grade level, prek 8, along with connections to guide integration
More informationRepresenting and Interpreting Data and Using Statistics to Solve Problems
Algebra 1, Quarter 3, Unit 3.1 Representing and Interpreting Data and Using Statistics to Solve Problems Overview Number of instructional days: 7 (1 day = 45 minutes) Content to be learned Represent data
More informationDIABLO VALLEY COLLEGE CATALOG
MATHEMATICS MATH DDespina Prapavessi, Dean Math and Computer Science Division Math Building, Room 267 Possible career opportunities Mathematicians work in a variety of fields, among them statistics, analysis,
More informationALGEBRA 100 HONORS GRADE: 8
ALGEBRA 100 HONORS GRADE: 8 Prerequisite: Pre Algebra, Grade 7 or Pre Algebra Honors, Grade 7; teacher recommendation Credits: 5 ABSTRACT This full year course prepares students for more rigorous study
More informationFlorida Advanced Topics in Mathematics
Core Advanced Topics in Mathematics introduces students to advanced functions, with a focus on developing a strong conceptual grasp of the expressions that define them. Additionally, students will be exposed
More informationFaculty Handbook for Student StandardsBased Portfolio Pilot
Wareham High School Wareham Cooperative Junior Senior High School Faculty Handbook for Student StandardsBased Portfolio Pilot to educate all students for life s responsibilities, challenges, and opportunities.
More informationAreas and Volumes Module 1
Areas and Volumes Module 1 Module 1 Description: Middle school and high school PreAP teachers attend separate sessions where they explore manipulativerich student lessons that investigate the area of
More informationSKILLS Students will be skilled at and/or be able
Unit Goals Stage 1 Number of Days: MS 32 1/8/18 2/23/18 HS 32 1/8/18 3/2/18 (1/22/18 to 1/26/18 have been omitted for finals) Unit Description: Students build on their understanding of integer exponents
More informationGeorgia Department of Education
Mathematics Georgia Performance Standards K12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by
More informationMATHEMATICS & STATISTICS
MATHEMATICS & STATISTICS Area: Mathematics Dean: Dr. Roger Davidson Phone: (916) 4848215 Counseling: (916) 4848572 Mathematics Degree The A.S. degree in mathematics provides a foundation of mathematics
More informationGrade 8 Mathematics, Quarter 1, Unit 1.1. Transformations. Overview
Grade 8 Mathematics, Quarter 1, Unit 1.1 Transformations Overview Number of instructional days: 10 1 day assessment (1 day = 45 60 minutes) Content to be learned Solve problems on and off the coordinate
More informationAlgebra and Trigonometry Blitzer Florida State Standards for Analysis of Functions Honors
A Correlation of Algebra and Trigonometry Blitzer 2014 To the Florida State Standards for Analysis of Functions Honors  1201310 CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION
More informationMath 138 Precalculus I: Algebra Spring 2018
Math 138 Precalculus I: Algebra Spring 2018 Dept. of Mathematics Instructor's Name: Office Location: Office Hours: Office Phone: Email: Course Description Precalculus I is a study of those topics on algebra
More informationState of Delaware Department of Education 1 8 GradeLevel Expectations
CURRICULUM ASSOCIATES, Inc. Grade 1 Standard 1: Connect number words and numbers (up to 50) to the quantities they represent using physical models and representations Standard 1: Sequence numbers and explain
More informationMathematics. Introduction. Rationale. Curriculum Aims
Mathematics Introduction 1. In the technologically oriented and information rich society of the 21st century, our students require the ability to communicate, explore, conjecture, reason logically and
More informationCourse: Mathematics, Higher Level (HL)
Longview High School International Baccalaureate Diploma Programme 2010 20 Course Syllabus for Year 1 Student: Grade: Course: Mathematics, Higher Level (HL) Teacher: Larry Cunningham Longview High School
More informationPELLISSIPPI STATE COMMUNITY COLLEGE MASTER SYLLABUS PRECALCULUS MATH 1730
PELLISSIPPI STATE COMMUNITY COLLEGE MASTER SYLLABUS PRECALCULUS MATH 1730 Class Hours: 5.0 Credit Hours: 5.0 Laboratory Hours: 0.0 Date Revised: Fall 2017 Catalog Course Description Precalculus for students
More informationMath Enrichment Class Series
Math Enrichment Class Series EM1 Entry 12 Start to prepare young kids with basic problemsolving steps, creative thinking and analytical skill of math word problems Introduce the basic concepts with focus
More informationCurriculum & Algebra I
Curriculum & Grade 4: Mathematics Guide Algebra I Updated Spring 2014 Martinsville City Public Schools Plan of Action The Martinsville City Public Schools Curriculum Guide was developed using thestandards
More informationModesto Junior College Course Outline of Record MATH 111
Modesto Junior College Course Outline of Record MATH 111 I. OVERVIEW The following information will appear in the 20092010 catalog MATH111 Applied College Algebra 3 Units Prerequisite: Satisfactory completion
More informationPrentice Hall Mathematics, Algebra Correlated to: The Pennsylvania Math Assessment Anchors and Eligible Content (Grade 11)
Algebra 1 Program Organization Prentice Hall Mathematics supports student comprehension of the mathematics by providing well organized sequence of the content, structure of the daily lesson, systematic
More informationCHAPTER 111. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR MATHEMATICS Mathematics, Grade 6 (b) Knowledge and Skills
CHAPTER 111. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR MATHEMATICS 111.22. Mathematics, Grade 6 (b) Knowledge and Skills (6.1) Number, operation, and quantitative reasoning. The student represents
More informationcorrelated to the Virginia Standards of Learning Grade 8
correlated to the Virginia Standards of Learning Grade 8 Number and Number Sense 8.1 The student will a) simplify numerical expressions involving positive exponents, using rational numbers, order of operations,
More informationMcDougal Littell California Structure and Method:
McDougal Littell California Structure and Method: Course 1 Course 2 Algebra 1 correlated to the California Math Content s Grades 6 8 McDougal Littell California Structure and Method Course 1 Publisher:
More informationTools of Geometry. Chapter 1
1 Check Your Readiness 2 Check Skills You ll Need 4, 10, 16, 23, 31, 36, 44, 53, 61 Quick Check 4, 5, 6, 10, 11, 12, 17, 19, 23, 24, 25, 32, 33, 36, 37, 38, 39, 44, 45, 46, 47, 54, 55, 62, 63, 64 Checkpoint
More informationMATHEMATICS. Elective courses include, BEAM (Business, Entrepreneurship, and Mathematics), Advanced Placement Statistics, and Applied Math.
MATHEMATICS Mathematics is offered in three college preparatory sequences. Students who are new to PAUSD are recommended for a math course based on the results of a placement test. Our college prep pathway
More informationMathematics subject curriculum
Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June
More informationSTUDY GUIDE. Illinois Licensure Testing System. Mathematics (115) This test is now delivered as a computerbased test.
Illinois Licensure Testing System STUDY GUIDE Mathematics (115) This test is now delivered as a computerbased test. See www.il.nesinc.com for current program information. Illinois State Board of Education
More informationMath 8A Semester Credit by Exam Information
Math 8A Semester Credit by Exam Information Plano ISD Now uses the Texas Tech University ISD Credit by Exam for Math 8 This exam is for students who have completed 7 th grade math and wish to accelerate
More informationCalifornia Common Core State Standards Introduction to the Mathematics Administrator Snapshot
California Common Core State Standards Introduction to the Mathematics Administrator Snapshot OVERVIEW The Common Core State Standards (CCSS) define what students should understand and be able to do in
More informationOFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT. Approved for Honors
OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT ACADEMIC COURSE OUTLINE Department Mathematics Course Title Algebra 2 Accelerated Grade Level 9 12 Short Title ALG 2 ACC Course Length Prerequisites
More informationPrentice Hall PreAlgebra, Oklahoma Edition 2011
Prentice Hall PreAlgebra, Oklahoma Edition 2011 Grade 8 C O R R E L A T E D T O MATHEMATICS PROCESS STANDARDS Grades 68 The National Council of Teachers of Mathematics (NCTM) has identified five process
More informationDRAFT UNIT PLAN 8.F.13: Define, Evaluate, and Compare Functions
Overview: The overview statement is intended to provide a summary of major themes in this unit. This unit builds on prior experience with linear expressions and expressing them with verbal descriptions,
More informationBuilding and Interpreting Linear, Quadratic, and Exponential Functions and Describing the Relationships among the Functions (12 days)
1 of 5 10/31/2013 2:20 PM Math Model Unit 3.3 Algebra 2 East Bay Overview Algebra 2, Quarter 3, Unit 3.3 Building and Interpreting Linear, Quadratic, and Exponential Functions and Describing the Relationships
More informationAlabama Course of Study for Algebraic Connections
correlated to the Alabama Course of Study for Algebraic Connections and the Alabama High School Graduation Exam Standards and Objectives CC2 6/2003 2002 CONTENTS Integrated Mathematics, Book 1, correlated
More information