How the College Board College Readiness Pathway Aligns to Texas

Size: px
Start display at page:

Download "How the College Board College Readiness Pathway Aligns to Texas"

Transcription

1 How the College Board College Readiness Pathway Aligns to Texas Report on the Alignment of the SAT, PSAT/NMSQT and ReadiStep to the Texas Essential Knowledge and Skills May 2010

2 Mission Statement The College Board s mission is to connect students to college success and opportunity. We are a notfor profit membership organization committed to excellence and equity in education. The College Board: Inspiring Minds The College Board is a not for profit membership organization whose mission is to connect students to college success and opportunity. Founded in 1900, the organization is composed of more than 5,700 schools, colleges, universities and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,800 colleges through major programs and services in college readiness, college admission, guidance, assessment, financial aid and enrollment. Among its widely recognized programs are the SAT, the PSAT/NMSQT, the Advanced Placement Program (AP ), SpringBoard and ACCUPLACER. The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities and concerns. For further information, visit

3 Contents Executive Summary 2 Background 3 Alignment Methodology 4 Key Findings 6 Alignment Analysis and Summary Tables: Mathematics 7 Alignment Analysis and Summary Tables: English Language Arts 22 Appendices 40 Appendix A: ReadiStep, PSAT/NMSQT, and SAT Skills Insight Categories Appendix B: Mathematics Side-by-Side Alignment Tables Appendix C: English Language Arts Side-by-Side Alignment Tables 1

4 Alignment of the SAT, PSAT/NMSQT, and ReadiStep to the Texas Essential Knowledge and Skills May 2010 Executive Summary The College Board s College Readiness Pathway represents the reading, writing, and mathematical skills that students need in order to be ready to succeed in college. The College Readiness Pathway, a series of integrated assessments and supporting tools, consists of ReadiStep, administered in grade eight, PSAT/NMSQT, administered in grades 10 11, and the SAT, administered in grades This report provides an analysis of how the content and skills measured by ReadiStep, PSAT/NMSQT, and SAT align with the expectations defined in the Texas Essential Knowledge and Skills (TEKS). This comparison is provided as a resource to Texas school districts as they prepare to implement the College Readiness Pathway assessments. Effective assessments should serve to inform instruction in the classroom and should be an element of an instructional plan that provides teachers, administrators, and students with feedback on current success and tools to gauge future success as students progress through the grades. The College Readiness Pathway assessments can fulfill these assessment needs. Using the enclosed alignment tables, Texas educators can connect ReadiStep, PSAT/NMSQT, and SAT skills to their local curricula and state standards to monitor student learning and to build a coherent instructional plan for their students. To conduct this alignment study, the College Board compared the TEKS to the ReadiStep, PSAT/NMSQT, and SAT Skills Insight Categories (Skills Categories). The Skills Categories outline the academic content and skills measured on each assessment, and as these Skills Categories were developed using released test items and forms, they fully represent the spectrum of content and skills found on each assessment. For the SAT essay, this evaluation relied on the scoring guide to articulate the key writing skills required by the essay section of the SAT. The Skills Categories are part of the Skills Insight tool for each assessment. The Skills Insight tool helps teachers and students identify skills that require further development. The Skills Insight report also allows teachers and students to identify areas in which students excel, a circumstance that may demonstrate their readiness for more rigorous course work. See Appendix A for a more detailed description of each skill category. Overall, there is strong alignment between the TEKS and ReadiStep, PSAT/NMSQT, and SAT in mathematics. At the overarching standard level of the TEKS in mathematics, almost every standard statement is addressed by the College Readiness Pathway assessments. In English language arts, there is good alignment between the College Readiness Pathway assessments and the TEKS in reading and writing specifically, vocabulary development; comprehension and analysis of literary, expository, and informational texts; writing conventions; and the writing process (which links to the SAT essay). Every reading and writing skill measured by the College Readiness Pathway assessments aligns to one or multiple performance expectations within the TEKS. Please see the Alignment Methodology section on page 4 for a description of the summary alignment ratings. These summary ratings should be interpreted and considered in conjunction with the more detailed alignment tables and content analyses that are provided in this report. 2

5 Background ReadiStep ReadiStep is the first step in the College Readiness Pathway. Developed by College Board professionals in partnership with middle school teachers and other education experts, this low stakes grade eight assessment provides early feedback on a student s academic progress and can serve to identify skills that students need in order to be college ready. The ReadiStep assessment helps schools and teachers measure student achievement, monitor progress, and gain information that enables informed decisions about classroom instruction. The ReadiStep program also provides detailed performance feedback to middle school students and parents so that students can identify academic strengths and address weaknesses before they enter high school. PSAT/NMSQT The intermediate step in the College Readiness Pathway, PSAT/NMSQT is a preliminary version of the SAT. This comprehensive assessment program places students on the path to college with SAT practice, skills feedback, scholarship opportunities, information from colleges, and online college and career planning tools. It is used by schools and districts to identify more students who may be successful in Advanced Placement (AP ) courses. A widely used assessment in Texas, the PSAT/NMSQT also provides detailed reporting tools that schools and districts can use to identify skill weaknesses and make curricular adjustments. SAT The final step in the College Readiness Pathway is the nation s most widely used admission test among colleges and universities. The SAT is typically taken by high school juniors and seniors. It tests students core knowledge of subjects they have learned in the classroom such as reading, writing, and mathematics in addition to assessing how students think, solve problems, and communicate. The SAT also tells students how well they apply the skills and knowledge they have attained in and outside of the classroom. Through curriculum surveys and alignment analyses, the College Board regularly surveys classroom instructional practices, state standards, and district curriculum frameworks for grades 9 12, as well as the course content of first year college courses, to ensure that its assessments measure the content knowledge and skills that students need in order to be ready for college. 3

6 Alignment Methodology In order to illustrate the alignment continuum across middle school and high school, the College Board targeted the alignment of ReadiStep, PSAT/NMSQT, and SAT to focus on the following grades/ courses within the TEKS: Table 1: Grade levels/courses for Each Assessment Alignment Subject Area ReadiStep PSAT/NMSQT SAT Mathematics Grades seven and eight Algebra 1, Geometry, Algebra 2, Precalculus*, Mathematical Models with Applications Grades 9 12 Algebra 1, Geometry, Algebra 2, Precalculus*, Mathematical Models with Applications Grades 9 12 English Language Arts Grades seven and eight and III (Grades 10 11) and IV (Grades 11 12) *Precalculus skills aligned to the PSAT/NMSQT are not necessarily at the same level of rigor as the Precalculus skills measured on the SAT. The full breadth of the Precalculus TEKS will certainly include some standards that are beyond those of the PSAT/NMSQT and SAT. There are several organizing levels to the TEKS within each grade level or course. For the purpose of generating alignment tables, the following terminology was applied to the TEKS organizing structure: Table 2: TEKS Organizing Structure Grade/ Course Strand Standard Performance Expectation Establishes the grade level or course designation Examples:, Algebra 1 or Category within the standard (Math only) Example: Foundations for Functions Broad statement of knowledge and/or skill Example: 2. Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. More specific statement of finer grain size Example: (A) determine the meaning of grade level academic English words derived from Latin, Greek, or other linguistic roots and affixes. During the alignment process, the College Board aligns to the most specific grain size whenever possible, and for the TEKS, this would generally be at the level of the performance expectation. There are some instances in the TEKS where only the broad standard statements exist, and in those cases, the College Board determined whether there was an appropriate alignment to that level. College Board content specialists have extensive content knowledge of the College Board assessments as well as of state standards and district curriculum and instructional practices. In addition to applying content and curriculum expertise, content specialists use rigorous and researchbased methodologies to study the relationships between College Board assessment programs and state and national standards. 4

7 For this comparison, the College Board determined which concepts and skills from the TEKS are directly measured by ReadiStep, PSAT/NMSQT, and SAT. A successful alignment results when a skill (or skills) identified in a standard statement matches a skill in a related Skills Category. There are many instances where a TEKS standard statement may partially align to a ReadiStep, PSAT/NMSQT or SAT Skill Category, but this comparison details the areas of thorough alignment, not just partial alignment. Table 3: Description of Summary Alignment Ratings Strong Alignment Good Alignment Partial/ Weak Alignment This rating indicates that the skills and content measured on the assessments map to performance expectations within most or all of the broad standard statements. This rating also indicates that within each standard statement, multiple state performance expectations are thoroughly addressed. This rating indicates that the skills and content measured on the assessments map to performance expectations within the majority of the broad standard statements, but certain standards are not addressed due to the design and content of the assessment. This rating also indicates that within each standard statement, multiple state performance expectations are addressed. This rating indicates that the skills and content measured on the assessments map to performance expectations within a limited number of the broad standard statements. This rating also indicates that within each standard statement, single or few state performance expectations are addressed. Note: Many exceptions to an alignment between the College Readiness Pathway assessments and the TEKS arise from standards not being assessable in standardized group settings (such as monitoring fluency rates when reading aloud), standards requiring measurement over an extended period of time or through a variety of performance tasks (such as research tasks), or standards requiring the use of external resources beyond the testing materials (such as dictionaries or forms of education technology). See Appendix B for complete side by side alignment tables comparing the TEKS and the College Readiness Pathway Assessments in English Language Arts. 5

8 Key Findings As illustrated in the tables below, there is significant agreement between the content and skills measured by ReadiStep, PSAT/NMSQT, and SAT and the TEKS. Overall, the content and skills measured by ReadiStep, PSAT/NMSQT, and SAT correspond and align well with the TEKS. These assessments and supporting tools, such as Skills Insight, can be used as part of Texas s state and district college readiness initiatives. The tables below provide a summary of the number of broad TEKS standard statements that contain alignments to the College Board assessments. The College Board assessment(s) must align to one or more of the state performance expectations in order for the TEKS standard to be considered addressed. Table 4: Mathematics Alignment Summary 1 Assessment Targeted Grades/ Alignment Summary Courses ReadiStep Grades seven and eight 11 out of 16 TEKS standards are addressed PSAT/NMSQT and SAT PSAT/NMSQT and SAT PSAT/NMSQT and SAT PSAT/NMSQT and SAT PSAT/NMSQT and SAT Algebra I Geometry Algebra II Precalculus Mathematical Models with Applications 11 out of 11 TEKS standards are addressed 11 out of 11 TEKS standards are addressed 11 out of 11 TEKS standards are addressed 5 out of 6 TEKS standards are addressed 9 out of 9 TEKS standards are addressed See Appendix B for complete side by side alignment tables comparing the TEKS and the College Readiness Pathway assessments in Mathematics. Table 5: English Language Arts Alignment Summary 2 Assessment Targeted Grades/ Alignment Summary Courses ReadiStep Grades seven and eight 11 out of 19 TEKS reading and writing standards are addressed PSAT/NMSQT and III 10 out of 16 TEKS reading and writing standards are addressed SAT and IV 13 out of 16 TEKS reading and writing standards are addressed 1 Given the 9 12 grade band structure in the Mathematics TEKS, it was most appropriate to map both PSAT/NMSQT and SAT to the same 5 high school courses with the TEKS. 2 In English Language Arts, the College Board targeted the alignment to the most relevant reading and writing TEKS in order to communicate the relationship between the College Board assessments and the standards. The English Language Arts TEKS that address handwriting, spelling, using appropriate resources (i.e., dictionaries), the research process, listening, speaking, and teamwork are not included in these summary tables, as these standards are best addressed through local classroom measures or performance tasks. 6

9 Alignment Analysis and Summary Tables: Mathematics Alignment Analysis ReadiStep The ReadiStep mathematics section assesses how well students can apply the mathematics they know to solve both routine and nonroutine problems. The test consists of both calculator and noncalculator multiple choice questions designed to measure students middle school content knowledge and skills in the areas of Number & Operations, Geometry, Algebra, and Data, Statistics &Probability. There is very strong alignment between ReadiStep and the grades seven and eight TEKS. The majority of skills that are tested on ReadiStep correlates well to the TEKS performance expectations at the middle school level, and ReadiStep connects to all 16 standards within the grades seven and eight TEKS. Additionally, ReadiStep builds off of several foundational skills evident in the grades five and six TEKS. An example of the strength of the alignment of ReadiStep to the TEKS can be seen in the area of Number, Operation, & Quantitative. Listed below are the expectations for eighth grade students in the area of Number, Operation, & Quantitative. The student understands that different forms of numbers are appropriate for different situations. The student is expected to: A. compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals; B. select and use appropriate forms of rational numbers to solve real life problems including those involving proportional relationships; C. approximate (mentally and with calculators) the value of irrational numbers as they arise from problem situations; D. express numbers in scientific notation, including negative exponents, in appropriate problem situations; and E. compare and order real numbers with a calculator. The content assessed through ReadiStep fully engages with rational numbers (emphasized in performance expectations A and B), which sets the stage for continued assessment of the set of real numbers through the PSAT/NMSQT and SAT. Additionally, there is strong alignment between ReadiStep and the TEKS in the sub skills within Geometry and Number & Operations, as well as with the process skills inherent in, and skills. PSAT/NMSQT and SAT There is very strong alignment between the TEKS at the high school grade bands and the content and skills measured by PSAT/NMSQT and SAT. The alignment tables indicate the exemplary alignment in the areas of as well as Geometry. Probability and Statistics concepts are also clearly aligned to PSAT/NMSQT and SAT Skills Categories, with the most extensive alignment occurring in the coursework of Mathematical Models with Applications. Strong alignment exists 7

10 within the process skills, particularly in reasoning as well as representation. This is due to the rich algebraic and geometric curriculum that is evidenced throughout the TEKS. Significant gaps are not evident between the TEKS and PSAT/NMSQT and SAT, in that the College Board assessments address performance expectations found within almost every TEKS standard. In fact, the TEKS provide coherent, structured mathematical coursework appropriate for success on the PSAT/NMSQT and the SAT. Trigonometric and logarithmic functions are not included within the PSAT/NMSQT or SAT, yet are included within the content of the Algebra II TEKS. More generally, at first glance it might seem that the area of Number & Operations is significantly missing from the high school level TEKS, yet upon further investigation these skills are extensively embedded within the course work of as well as Geometry. An example of the strength of the alignment of the TEKS to the PSAT/NMSQT and SAT skills in, rather than merely to Number & Operations, can be seen in the Algebra I standard, Foundations for Functions strand: The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways. (The student can) represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities This standard provides the opportunity for the use of and manipulation of numbers through operations but not solely within the realm of number and operation. A stronger alignment is seen within the PSAT/NMSQT and SAT skills in because of the application of the concepts within number and operation within an algebraic framework. Another aspect of the evaluation investigated the role of technology within the TEKS. This is important to the assessment program because of the ability of test takers to use a calculator during the administration of the PSAT/NMSQT and SAT, as well as during part of ReadiStep. It was found that technological tools are embedded within the high school level course work on a general level. On the middle school level, calculator use was clearly expressed within specific performance expectations on the seventh as well as eighth grade level. In summary, the in Mathematics evidence very strong alignment to the PSAT/NMSQT and SAT skills overall and align well to ReadiStep. This assessment pathway beginning in grade eight will serve to provide strong quantifiable support for students and teachers in developing education plans for effective mathematics instruction. 8

11 Table 6: ReadiStep Mathematics Alignment ReadiStep Aligned Skill Category and Description of Skills Grade Strand Performance Expectations Number & Operations: Students can understand numbers, number systems and operations. They can do arithmetic word problems, including those involving percent, ratio and proportion. They know properties of integers and elementary number theory. They can compute fluently with rational numbers expressed in fraction and in decimal form. They can solve problems involving sets and sequences of numbers. : Students can understand, write and simplify linear algebraic expressions. They can solve linear equations and inequalities. They can use mathematical models to represent and understand quantitative relationships. They can work with absolute value expressions involving a variable. : Students can analyze characteristics and properties of points, lines and angles in the plane. They can solve problems involving length, area and volume. They know and can apply angle sum property of triangles and the Pythagorean Theorem. They can identify points and work with translation and reflection of geometric figures in the coordinate plane. They are familiar with the concepts of parallelism, transversal and vertical angles, as well as similarity of geometric figures. Number, operation, and quantitative reasoning. Number, operation, and quantitative reasoning. Patterns, relationships, and algebraic thinking. Patterns, relationships, and algebraic thinking. Geometry and spatial reasoning. Measurement. Geometry and spatial reasoning. Measurement A B C A B C D E F G A B C D E A B C D A B A B C A B A B A A B A B C D A B A B C A B C A B A B C D A B C A B A B 9

12 ReadiStep Aligned Skill Category and Description of Skills Grade Strand Performance Expectations Data, Statistics & Probability: Students can understand and interpret data displayed in tables and graphs, including bar graphs, pictographs and circle graphs. They can evaluate inferences and predictions that are based on data. They can understand and use descriptive statistics, including the mean and median. They can apply basic concepts of probability to solve problems. : Students can solve problems that arise in abstract as well as real contexts. They can apply and adapt a variety of appropriate strategies to solve problems, including both routine and nonroutine problems. They can monitor their process as they work toward the solution to a problem, and they can evaluate their answer in terms of the original question asked. Probability and statistics. Probability and statistics. Number, operation, and quantitative reasoning. Patterns, relationships, and algebraic thinking A B A B A B A B C A B C A B B D F A B : Students can create and use representations to organize, record and communicate mathematical ideas. They can select, apply and translate among mathematical representations, including the verbal, numerical, symbolic and graphical, to solve problems. Geometry and spatial reasoning. Measurement. Probability and statistics. Underlying processes and mathematical tools. Number, operation, and quantitative reasoning. Patterns, relationships, and algebraic thinking. Geometry and spatial reasoning. Measurement. Probability and statistics. Underlying processes and mathematical tools. Number, operation, and quantitative reasoning. Patterns, relationships, and algebraic thinking. Geometry and spatial reasoning. Probability and statistics C A C B B C D B A D B B B A C A B A B C D B C A C E B C A B A B A B A 10

13 ReadiStep Aligned Skill Category and Description of Skills Grade Strand Performance Expectations : Students can create and use representations to organize, record and communicate mathematical ideas. They can select, apply and translate among mathematical representations, including the verbal, numerical, symbolic and graphical, to solve problems. : Students can recognize reasoning and proof as fundamental aspects of mathematics. They can make and investigate mathematical conjectures, and they can develop and evaluate mathematical arguments and proofs. They can use what they know and build a logical progression of statements to explore the truth of their conjectures. They can break things down into cases, can recognize and use counterexamples, and use logic to justify their conclusions. Connections: Students can recognize and use connections among different areas in mathematics, particularly between geometry and algebra. They can understand how mathematical ideas interconnect and build on one another to produce a coherent whole. They can also recognize and apply mathematics in applied contexts. Underlying processes and mathematical tools. Number, operation, and quantitative reasoning. Patterns, relationships, and algebraic thinking. Geometry and spatial reasoning. Measurement. Probability and statistics. Number, operation, and quantitative reasoning. Patterns, relationships, and algebraic thinking. Geometry and spatial reasoning. Probability and statistics. Underlying processes and mathematical tools. Number, operation, and quantitative reasoning. Patterns, relationships, and algebraic thinking. Geometry and spatial reasoning. Measurement. Probability and statistics. Underlying processes and mathematical tools. Number, operation, and quantitative reasoning. Measurement. Underlying processes and mathematical tools. Geometry and spatial reasoning. Measurement B A C D D A A A B A C D A C C A F G A B C B B C A B A B C A A C A B B A B A B C B A B C B A B B 11

14 ReadiStep Aligned Skill Category and Description of Skills Grade Strand Performance Expectations Communication: Students can use the definitions, symbols and notation of mathematics to express mathematical ideas precisely. They can organize and consolidate their mathematical thinking through communication. They can communicate their mathematical thinking coherently and clearly. They can analyze and evaluate the mathematical thinking and strategies of others. Underlying processes and mathematical tools. Patterns, relationships, and algebraic thinking. Geometry and spatial reasoning. Probability and statistics. Underlying processes and mathematical tools. Number, operation, and quantitative reasoning. Patterns, relationships, and algebraic thinking. Geometry and spatial reasoning. Measurement. Probability and statistics. Underlying processes and mathematical tools A C A B C D A A A B A B E B D A B A B A B 12

15 Table 7: PSAT/NMSQT and SAT Mathematics Alignment PSAT/NMSQT and SAT Aligned Skill Category and Description of Skills Course Strand Performance Expectations Number & Operations: Students can understand numbers, number systems and operations. They can do arithmetic word problems, including those involving percent, ratio and proportion. They know properties of integers and elementary number theory. They can compute fluently with real numbers, including rational numbers expressed in fraction and in decimal form. They can solve problems involving sets and problems involving sequences and series. : Students can understand, write and simplify algebraic expressions, including those involving exponents. They can solve linear, quadratic, rational and radical equations, as well as systems of equations and inequalities. They are familiar with the concept of function and with functional notation and can use mathematical models to represent and understand quantitative relationships. They can work with absolute value as well as with direct and inverse variation. They can use algebra to solve word problems. Mathematical Models with Applications (5) The student uses functional relationships to solve problems related to personal income. (7) The student uses algebraic formulas, numerical techniques, and graphs to solve problems related to financial planning M.5.B M.7.A M.7.B M.7.C Algebra I Foundations for functions A.1.A A.1.B A.1.C A.1.D A.1.E A.2.A A.2.B A.2.C A.3.A A.3.B A.4.A A.4.B A.4.C Linear functions A.5.A A.5.B A.5.C A.6.A A.6.B A.6.C A.6.D A.6.E A.6.F A.6.G A.7.A A.7.B A.7.C A.8.A A.8.B A.8.C Quadratic and other nonlinear functions A.9.A A.9.B A.9.C A.9.D A.10.A A.10.B A.11.A A.11.B A.11.C Geometry Geometric patterns G.5.A Dimensionality and the geometry of location G.7.B Algebra II Foundations for functions A.1.A A.1.B A.2.A A.3.A A.3.B A.3.C Algebra and geometry A.4.A A.4.B A.4.C A.5.A A.5.B 13

16 PSAT/NMSQT and SAT Aligned Skill Category and Description of Skills Course Strand Performance Expectations : Students can understand, write and simplify algebraic expressions, including those involving exponents. They can solve linear, quadratic, rational and radical equations, as well as systems of equations and inequalities. They are familiar with the concept of function and with functional notation and can use mathematical models to represent and understand quantitative relationships. They can work with absolute value as well as with direct and inverse variation. They can use algebra to solve word problems. Precalculus Mathematical Models with Applications Quadratic and square root functions. Rational functions. Exponential and logarithmic functions. (1) The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric, and piecewise defined functions. (2) The student interprets the meaning of the symbolic representations of functions and operations on functions to solve meaningful problems. (3) The student uses functions and their properties, tools and technology, to model and solve meaningful problems. (4) The student uses sequences and series as well as tools and technology to represent, analyze, and solve real life problems. (5) The student uses conic sections, their properties, and parametric representations, as well as tools and technology, to model physical situations. (1) The student uses a variety of strategies and approaches to solve both routine and non routine problems. (5) The student uses functional relationships to solve problems related to personal income. (6) The student uses algebraic formulas, graphs, and amortization models to solve A.5.C A.5.D A.5.E A.6.A A.6.B A.6.C A.7.A A.7.B A.8.A A.8.B A.8.C A.8.D A.9.A A.9.B A.9.C A.9.D A.9.E A.9.F A.9.G A.10.A A.10.B A.10.C A.10.D A.10.E A.10.F A.10.G A.11.A A.11.B A.11.C A.11.D A.11.E A.11.F P.1.A P.1.B P.1.C P.1.D P.1.E P.2.A P.2.B P.2.C P.3.A P.3.B P.3.C P.3.D P.4.A P.4.B P.5.A P.5.B M.1.A M.1.B M.1.C M.5.A M.5.B M.5.C M.6.A M.6.B 14

17 PSAT/NMSQT and SAT Aligned Skill Category and Description of Skills Course Strand Performance Expectations : Students can understand, write and simplify algebraic expressions, including those involving exponents. They can solve linear, quadratic, rational and radical equations, as well as systems of equations and inequalities. They are familiar with the concept of function and with functional notation and can use mathematical models to represent and understand quantitative relationships. They can work with absolute value as well as with direct and inverse variation. They can use algebra to solve word problems. : Students can analyze characteristics and properties of points, lines and angles in the plane as well as of two and threedimensional geometric shapes. They can solve problems involving length, area and volume. They know and can apply the Pythagorean Theorem as well as special properties of isosceles, equilateral and right triangles. They can work with geometric figures in the coordinate plane and are familiar with the concepts of slope and similarity. They can develop mathematical arguments about geometric relationships. problems involving credit. (7) The student uses algebraic formulas, numerical techniques, and graphs to solve problems related to financial planning. (8) The student uses algebraic and geometric models to describe situations and solve problems M.6.C M.7.A M.7.B M.7.C M.8.B M.8.C Geometry Geometric structure G.1.A G.1.B G.1.C G.2.A G.2.B G.3.A G.3.B G.3.C G.3.D G.3.E G.4.A G.5.A G.5.B G.5.C G.5.D Dimensionality and the geometry of location G.6.A G.6.B G.6.C G.7.A G.7.B G.7.C Congruence and the geometry of size G.8.A G.8.B G.8.C G.8.D G.8.E G.8.F G.9.A G.9.B G.9.C G.9.D G.10.A G.10.B Similarity and the geometry of shape G.11.A G.11.B G.11.C G.11.D Algebra II Algebra and geometry A.5.A A.5.B A.5.C Precalculus (1) The student defines functions, describes P.1.C characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric, and piecewise defined functions. (2) The student interprets the meaning of the symbolic representations of functions and operations of functions to solve meaningful problems P.2.A 15

18 PSAT/NMSQT and SAT Aligned Skill Category and Description of Skills Course Strand Performance Expectations : Students can analyze characteristics and properties of points, lines and angles in the plane as well as of two and threedimensional geometric shapes. They can solve problems involving length, area and volume. They know and can apply the Pythagorean Theorem as well as special properties of isosceles, equilateral and right triangles. They can work with geometric figures in the coordinate plane and are familiar with the concepts of slope and similarity. They can develop mathematical arguments about geometric relationships. Data, Statistics & Probability: Students can understand and interpret data displayed in tables and graphs, including bar graphs, circle graphs, histograms and scatterplots. They can evaluate inferences and predictions that are based on data. They can understand and use descriptive statistics, including the mean, median and mode. They can apply basic concepts of probability to solve problems. : Students can solve problems that arise in abstract as well as real contexts. They can apply and adapt a variety of appropriate strategies to solve problems, including both routine and nonroutine problems. They can monitor their process as they work toward the solution to a problem, and they can evaluate their answer in terms of the original question asked. Mathematical Models with Applications (5) The student uses conic sections, their properties, and parametric representations, as well as tools and technology, to model physical situations. (8) The student uses algebraic and geometric models to describe situations and solve problems. (9) The student uses algebraic and geometric models to represent patterns and structures P.5.A M.8.A M.9.A M.9.B Algebra I Foundations for functions A.1.B A.2.D Algebra II Foundations for functions A.1.B Mathematical Models with Applications (2) The student uses graphical and numerical techniques to study patterns and analyze data. (3) The student develops and implements a plan for collecting and analyzing data (qualitative and quantitative) in order to make decisions. (4) The student uses probability models to describe everyday situations involving chance. (5) The student uses functional relationships to solve problems related to personal income M.2.A M.2.B M.2.C M.2.D M.3.A M.3.B M.3.C M.4.A M.4.B M.5.C Algebra I Foundations for functions A.4.A Linear functions A.5.B A.6.E A.6.G A.7.B A.8.B Quadratic and other nonlinear functions A.10.A Geometry Geometric patterns G.5.D Congruence and the geometry of size G.8.A G.8.B G.8.C G.8.D G.10.B Similarity and the geometry of shape G.11.B G.11.C Algebra II Foundations for functions A.1.A A.3.B Quadratic and square root functions A.6.A A.8.B A.8.D A.9.C A.9.D A.9.E A.9.F Rational functions A.10.C A.10.D A.10.E A.10.F Exponential and logarithmic functions A.11.C A.11.D A.11.E A.11.F Precalculus (1) The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, P.1.B 16

19 PSAT/NMSQT and SAT Aligned Skill Category and Description of Skills Course Strand Performance Expectations : Students can solve problems that arise in abstract as well as real contexts. They can apply and adapt a variety of appropriate strategies to solve problems, including both routine and nonroutine problems. They can monitor their process as they work toward the solution to a problem, and they can evaluate their answer in terms of the original question asked. : Students can create and use representations to organize, record and communicate mathematical ideas. They can select, apply and translate among mathematical representations, including the verbal, numerical, symbolic and graphical, to solve problems. Mathematical Models with Applications trigonometric, and piecewise defined functions. (2) The student interprets the meaning of the symbolic representations of functions and operations of functions to solve meaningful problems. (4) The student uses sequences and series as well as tools and technology to represent, analyze, and solve real life problems. (6) The student uses vectors to model physical situations. (1) The student uses a variety of strategies and approaches to solve both routine and non routine problems. (5) The student uses functional relationships to solve problems related to personal income. (8) The student uses algebraic and geometric models to describe situations and solve problems P.2.B P.4.B P.6.B M.1.A M.1.B M.1.C M.5.A M.5.B M.8.B Algebra I Foundations for functions A.1.B A.1.C A.1.D A.2.A A.3.A A.3.B A.4.A Linear functions A.5.C A.6.D A.6.F A.7.A A.7.B A.8.A A.8.B Quadratic and other nonlinear functions A.9.B A.9.C A.10.A A.11.B A.11.C Geometry Geometric structure G.4.A Geometric patterns G.5.A Dimensionality and the geometry of location G.6.A G.6.B G.6.C G.7.A Algebra II Foundations for functions A.1.B A.2.A A.3.A A.3.B Algebra and geometry A.4.A A.5.B A.5.E Quadratic and square root functions A.6.C A.7.A A.8.A A.8.D A.9.D A.9.E A.9.F Rational functions A.10.B A.10.D A.10.E A.10.F A.10.G 17

20 PSAT/NMSQT and SAT Aligned Skill Category and Description of Skills Course Strand Performance Expectations : Students can create and use representations to organize, record and communicate mathematical ideas. They can select, apply and translate among mathematical representations, including the verbal, numerical, symbolic and graphical, to solve problems. : Students can recognize reasoning and proof as fundamental aspects of mathematics. They can make and investigate mathematical conjectures, and they can develop and evaluate mathematical arguments and proofs. They can use what they know and build a logical progression of statements to explore the truth of their conjectures. They can break things down into cases, can recognize and use counterexamples, and use logic to justify their conclusions. Precalculus Mathematical Models with Applications Exponential and logarithmic functions. (1) The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric, and piecewise defined functions. (2) The student interprets the meaning of the symbolic representations of functions and operations of functions to solve meaningful problems. (3) The student uses functions and their properties, tools and technology, to model and solve meaningful problems. (4) The student uses sequences and series as well as tools and technology to represent, analyze, and solve real life problems. (5) The student uses conic sections, their properties, and parametric representations, as well as tools and technology, to model physical situations. (6) The student uses vectors to model physical situations. (2) The student uses graphical and numerical techniques to study patterns and analyze data. (6) The student uses algebraic formulas, graphs, and amortization models to solve problems involving credit. (8) The student uses algebraic and geometric models to describe situations and solve problems A.11.D A.11.E A.11.F P.1.B P.1.D P.2.A P.3.B P.3.C P.4.A P.5.A P.5.B P.6.A M.2.D M.6.B M.6.C M.8.A M.8.B M.8.C Algebra I Foundations for functions A.1.E A.2.B A.2.C A.2.D A.4.B Linear functions A.5.A A.6.B A.6.C A.6.F A.7.A A.7.B A.7.C A.8.A A.8.C A.9.B A.9.C A.9.D Quadratic and other nonlinear functions A.11.A A.11.B A.11.C Geometry Geometric structure G.1.C G.2.A G.2.B G.3.A 18

21 PSAT/NMSQT and SAT Aligned Skill Category and Description of Skills Course Strand Performance Expectations : Students can recognize reasoning and proof as fundamental aspects of mathematics. They can make and investigate mathematical conjectures, and they can develop and evaluate mathematical arguments and proofs. They can use what they know and build a logical progression of statements to explore the truth of their conjectures. They can break things down into cases, can recognize and use counterexamples, and use logic to justify their conclusions G.3.B G.3.C G.3.D G.3.E Geometric patterns G.5.A G.5.B Dimensionality and the geometry of location G.7.B G.7.C Congruence and the geometry of size G.8.C G.8.F G.9.A G.9.B G.9.C G.9.D G.10.A G.10.B Similarity and the geometry of shape G.11.A G.11.D Algebra II Foundations for functions A.1.B A.2.A A.3.A A.3.C Algebra and geometry A.4.C A.5.B A.5.C A.5.E Quadratic and square root functions A.6.A A.7.B A.8.A A.8.B A.8.C A.9.A A.9.C A.9.F Rational functions A.10.A A.10.B A.10.C A.10.F A.10.G Exponential and logarithmic functions A.11.A A.11.B A.11.C A.11.F Precalculus (1) The student defines functions, describes P.1.E characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric, and piecewise defined functions. (2) The student interprets the meaning of the symbolic representations of functions and operations of functions to solve meaningful problems P.2.C Mathematical Models with Applications (3) The student uses functions and their properties, tools and technology, to model and solve meaningful problems. (1) The student uses a variety of strategies and approaches to solve both routine and non routine problems. (2) The student uses graphical and numerical techniques to study patterns and analyze P.3.A P.3.C P.3.D M.1.A M.1.C M.2.A M.2.B 19

22 PSAT/NMSQT and SAT Aligned Skill Category and Description of Skills Course Strand Performance Expectations : Students can recognize reasoning and proof as fundamental aspects of mathematics. They can make and investigate mathematical conjectures, and they can develop and evaluate mathematical arguments and proofs. They can use what they know and build a logical progression of statements to explore the truth of their conjectures. They can break things down into cases, can recognize and use counterexamples, and use logic to justify their conclusions. Connections: Students can recognize and use connections among different areas in mathematics, particularly between geometry and algebra. They can understand how mathematical ideas interconnect and build on one another to produce a coherent whole. They can also recognize and apply mathematics in applied contexts. data M.2.C (3) The student develops and implements a plan for collecting and analyzing data M.3.A M.3.C (qualitative and quantitative) in order to make decisions. (4) The student uses probability models to describe everyday situations involving chance M.4.A M.4.B (5) The student uses functional relationships M.5.C to solve problems related to personal income. (6) The student uses algebraic formulas, graphs, and amortization models to solve problems involving credit M.6.A M.6.B M.6.C (7) The student uses algebraic formulas, numerical techniques, and graphs to solve problems related to financial planning M.7.A M.7.B M.7.C Algebra I Foundations for functions A.1.B A.4.C Linear functions A.5.C A.6.A A.6.C A.6.E A.6.G Quadratic and other nonlinear functions A.10.B Geometry Geometric structure G.1.A Geometric patterns G.5.C Dimensionality and the geometry of location G.7.A G.7.B Congruence and the geometry of size G.8.E Algebra II Algebra and geometry A.4.B Quadratic and square root functions A.6.B A.6.C A.7.A A.7.B A.8.C A.9.A A.9.B A.9.G Exponential and logarithmic functions A.11.B Precalculus (1) The student defines functions, describes P.1.D characteristics of functions, and translates P.1.E among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric, and piecewise defined functions. Mathematical Models with Applications (2) The student interprets the meaning of the symbolic representations of functions and operations of functions to solve meaningful problems. (5) The student uses conic sections, their properties, and parametric representations as well as tools and technology to model physical situations (5) The student uses functional relationships to solve problems related to personal income P.2.A P.2.C P.5.A P.5.B M.5.A 20

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (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 information

Mathematics. Mathematics

Mathematics. Mathematics Mathematics Program Description Successful completion of this major will assure competence in mathematics through differential and integral calculus, providing an adequate background for employment in

More information

Honors Mathematics. Introduction and Definition of Honors Mathematics

Honors Mathematics. Introduction and Definition of Honors Mathematics Honors Mathematics Introduction and Definition of Honors Mathematics Honors Mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students

More information

Grade 6: Correlated to AGS Basic Math Skills

Grade 6: Correlated to AGS Basic Math Skills Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and

More information

Mathematics subject curriculum

Mathematics 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 information

Statewide Framework Document for:

Statewide 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 information

CAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011

CAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011 CAAP Content Analysis Report Institution Code: 911 Institution Type: 4-Year Normative Group: 4-year Colleges Introduction This report provides information intended to help postsecondary institutions better

More information

Dublin City Schools Mathematics Graded Course of Study GRADE 4

Dublin City Schools Mathematics Graded Course of Study GRADE 4 I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported

More information

GUIDE TO THE CUNY ASSESSMENT TESTS

GUIDE TO THE CUNY ASSESSMENT TESTS GUIDE TO THE CUNY ASSESSMENT TESTS IN MATHEMATICS Rev. 117.016110 Contents Welcome... 1 Contact Information...1 Programs Administered by the Office of Testing and Evaluation... 1 CUNY Skills Assessment:...1

More information

Math 96: Intermediate Algebra in Context

Math 96: Intermediate Algebra in Context : Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS-504) 8 9am & 1 2pm daily STEM (Math) Center (RAI-338)

More information

Extending Place Value with Whole Numbers to 1,000,000

Extending Place Value with Whole Numbers to 1,000,000 Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit

More information

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards

More information

SAT MATH PREP:

SAT MATH PREP: SAT MATH PREP: 2015-2016 NOTE: The College Board has redesigned the SAT Test. This new test will start in March of 2016. Also, the PSAT test given in October of 2015 will have the new format. Therefore

More information

Mathematics Assessment Plan

Mathematics Assessment Plan Mathematics Assessment Plan Mission Statement for Academic Unit: Georgia Perimeter College transforms the lives of our students to thrive in a global society. As a diverse, multi campus two year college,

More information

Learning Disability Functional Capacity Evaluation. Dear Doctor,

Learning Disability Functional Capacity Evaluation. Dear Doctor, Dear Doctor, I have been asked to formulate a vocational opinion regarding NAME s employability in light of his/her learning disability. To assist me with this evaluation I would appreciate if you can

More information

Syllabus ENGR 190 Introductory Calculus (QR)

Syllabus ENGR 190 Introductory Calculus (QR) Syllabus ENGR 190 Introductory Calculus (QR) Catalog Data: ENGR 190 Introductory Calculus (4 credit hours). Note: This course may not be used for credit toward the J.B. Speed School of Engineering B. S.

More information

Technical Manual Supplement

Technical Manual Supplement VERSION 1.0 Technical Manual Supplement The ACT Contents Preface....................................................................... iii Introduction....................................................................

More information

Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified

Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community

More information

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best

More information

AP Calculus AB. Nevada Academic Standards that are assessable at the local level only.

AP Calculus AB. Nevada Academic Standards that are assessable at the local level only. Calculus AB Priority Keys Aligned with Nevada Standards MA I MI L S MA represents a Major content area. Any concept labeled MA is something of central importance to the entire class/curriculum; it is a

More information

Missouri Mathematics Grade-Level Expectations

Missouri Mathematics Grade-Level Expectations A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the

More information

OFFICE SUPPORT SPECIALIST Technical Diploma

OFFICE SUPPORT SPECIALIST Technical Diploma OFFICE SUPPORT SPECIALIST Technical Diploma Program Code: 31-106-8 our graduates INDEMAND 2017/2018 mstc.edu administrative professional career pathway OFFICE SUPPORT SPECIALIST CUSTOMER RELATIONSHIP PROFESSIONAL

More information

Radius STEM Readiness TM

Radius STEM Readiness TM Curriculum Guide Radius STEM Readiness TM While today s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and

More information

Florida Mathematics Standards for Geometry Honors (CPalms # )

Florida Mathematics Standards for Geometry Honors (CPalms # ) A Correlation of Florida Geometry Honors 2011 to the for Geometry Honors (CPalms #1206320) Geometry Honors (#1206320) Course Standards MAFS.912.G-CO.1.1: Know precise definitions of angle, circle, perpendicular

More information

Math 121 Fundamentals of Mathematics I

Math 121 Fundamentals of Mathematics I I. Course Description: Math 121 Fundamentals of Mathematics I Math 121 is a general course in the fundamentals of mathematics. It includes a study of concepts of numbers and fundamental operations with

More information

BENCHMARK MA.8.A.6.1. Reporting Category

BENCHMARK MA.8.A.6.1. Reporting Category Grade MA..A.. Reporting Category BENCHMARK MA..A.. Number and Operations Standard Supporting Idea Number and Operations Benchmark MA..A.. Use exponents and scientific notation to write large and small

More information

Math 098 Intermediate Algebra Spring 2018

Math 098 Intermediate Algebra Spring 2018 Math 098 Intermediate Algebra Spring 2018 Dept. of Mathematics Instructor's Name: Office Location: Office Hours: Office Phone: E-mail: MyMathLab Course ID: Course Description This course expands on the

More information

TabletClass Math Geometry Course Guidebook

TabletClass Math Geometry Course Guidebook TabletClass Math Geometry Course Guidebook Includes Final Exam/Key, Course Grade Calculation Worksheet and Course Certificate Student Name Parent Name School Name Date Started Course Date Completed Course

More information

Montana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011

Montana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade

More information

Instructor: Matthew Wickes Kilgore Office: ES 310

Instructor: Matthew Wickes Kilgore Office: ES 310 MATH 1314 College Algebra Syllabus Instructor: Matthew Wickes Kilgore Office: ES 310 Longview Office: LN 205C Email: mwickes@kilgore.edu Phone: 903 988-7455 Prerequistes: Placement test score on TSI or

More information

Curriculum Guide 7 th Grade

Curriculum Guide 7 th Grade Curriculum Guide 7 th Grade Kesling Middle School LaPorte Community School Corporation Mr. G. William Wilmsen, Principal Telephone (219) 362-7507 Mr. Mark Fridenmaker, Assistant Principal Fax (219) 324-5712

More information

Math 150 Syllabus Course title and number MATH 150 Term Fall 2017 Class time and location INSTRUCTOR INFORMATION Name Erin K. Fry Phone number Department of Mathematics: 845-3261 e-mail address erinfry@tamu.edu

More information

Bittinger, M. L., Ellenbogen, D. J., & Johnson, B. L. (2012). Prealgebra (6th ed.). Boston, MA: Addison-Wesley.

Bittinger, M. L., Ellenbogen, D. J., & Johnson, B. L. (2012). Prealgebra (6th ed.). Boston, MA: Addison-Wesley. Course Syllabus Course Description Explores the basic fundamentals of college-level mathematics. (Note: This course is for institutional credit only and will not be used in meeting degree requirements.

More information

EGRHS Course Fair. Science & Math AP & IB Courses

EGRHS Course Fair. Science & Math AP & IB Courses EGRHS Course Fair Science & Math AP & IB Courses Science Courses: AP Physics IB Physics SL IB Physics HL AP Biology IB Biology HL AP Physics Course Description Course Description AP Physics C (Mechanics)

More information

South Carolina English Language Arts

South Carolina English Language Arts South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content

More information

Characteristics of Functions

Characteristics of Functions Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics

More information

LLD MATH. Student Eligibility: Grades 6-8. Credit Value: Date Approved: 8/24/15

LLD MATH. Student Eligibility: Grades 6-8. Credit Value: Date Approved: 8/24/15 PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD MATH Length of Course: Elective/Required: School: Full Year Required Middle Schools Student Eligibility: Grades 6-8 Credit Value:

More information

SOUTHERN MAINE COMMUNITY COLLEGE South Portland, Maine 04106

SOUTHERN MAINE COMMUNITY COLLEGE South Portland, Maine 04106 SOUTHERN MAINE COMMUNITY COLLEGE South Portland, Maine 04106 Title: Precalculus Catalog Number: MATH 190 Credit Hours: 3 Total Contact Hours: 45 Instructor: Gwendolyn Blake Email: gblake@smccme.edu Website:

More information

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See

More information

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary

More information

Mathematics process categories

Mathematics process categories Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts

More information

Foothill College Summer 2016

Foothill College Summer 2016 Foothill College Summer 2016 Intermediate Algebra Math 105.04W CRN# 10135 5.0 units Instructor: Yvette Butterworth Text: None; Beoga.net material used Hours: Online Except Final Thurs, 8/4 3:30pm Phone:

More information

Standard 1: Number and Computation

Standard 1: Number and Computation Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student

More information

Math Grade 3 Assessment Anchors and Eligible Content

Math Grade 3 Assessment Anchors and Eligible Content Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among

More information

SANTIAGO CANYON COLLEGE Reading & English Placement Testing Information

SANTIAGO CANYON COLLEGE Reading & English Placement Testing Information SANTIAGO CANYON COLLEGE Reaing & English Placement Testing Information DO YOUR BEST on the Reaing & English Placement Test The Reaing & English placement test is esigne to assess stuents skills in reaing

More information

TESTING. Who Must Take the TSI Assessment Exam? Who Does Not Have to Take the TSI Assessment Exam? When Must a Student Take the TSI Assessment Exam?

TESTING. Who Must Take the TSI Assessment Exam? Who Does Not Have to Take the TSI Assessment Exam? When Must a Student Take the TSI Assessment Exam? TESTING It is the intent the Texas Higher Education Codinating Board that Texas public institutions higher education use the flexibility responsibility granted under the Texas Success Initiative (TSI)

More information

Probability and Statistics Curriculum Pacing Guide

Probability and Statistics Curriculum Pacing Guide Unit 1 Terms PS.SPMJ.3 PS.SPMJ.5 Plan and conduct a survey to answer a statistical question. Recognize how the plan addresses sampling technique, randomization, measurement of experimental error and methods

More information

TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system

TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Curriculum Overview Mathematics 1 st term 5º grade - 2010 TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Multiplies and divides decimals by 10 or 100. Multiplies and divide

More information

CUNY ASSESSMENT TESTS Webinar for International Students

CUNY ASSESSMENT TESTS Webinar for International Students CUNY ASSESSMENT TESTS Webinar for International Students 1 Today s Agenda ITEM 1 Description Overview of the CUNY ASSESSMENT TEST (CAT) What is the CUNY Assessment Test Why students need to take the CAT

More information

CENTENNIAL SCHOOL DISTRICT

CENTENNIAL SCHOOL DISTRICT CENTENNIAL SCHOOL DISTRICT MIDDLE SCHOOL PROGRAM OF STUDIES 2017-18 Klinger Middle School Log College Middle School 1 Table of Contents Middle School Program Overview 3 Core Course Descriptions 4 Grade

More information

Introducing the New Iowa Assessments Mathematics Levels 12 14

Introducing the New Iowa Assessments Mathematics Levels 12 14 Introducing the New Iowa Assessments Mathematics Levels 12 14 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts, Mathematics

More information

Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program

Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address

More information

Answers To Hawkes Learning Systems Intermediate Algebra

Answers To Hawkes Learning Systems Intermediate Algebra Answers To Hawkes Learning Free PDF ebook Download: Answers To Download or Read Online ebook answers to hawkes learning systems intermediate algebra in PDF Format From The Best User Guide Database Double

More information

INTERMEDIATE ALGEBRA PRODUCT GUIDE

INTERMEDIATE ALGEBRA PRODUCT GUIDE Welcome Thank you for choosing Intermediate Algebra. This adaptive digital curriculum provides students with instruction and practice in advanced algebraic concepts, including rational, radical, and logarithmic

More information

Course Syllabus for Math

Course Syllabus for Math Course Syllabus for Math 1090-003 Instructor: Stefano Filipazzi Class Time: Mondays, Wednesdays and Fridays, 9.40 a.m. - 10.30 a.m. Class Place: LCB 225 Office hours: Wednesdays, 2.00 p.m. - 3.00 p.m.,

More information

HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION

HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION Subject: Mathematics Year Group: 7 Exam Board: (For years 10, 11, 12 and 13 only) Assessment requirements: Students will take 3 large assessments during

More information

UNIT ONE Tools of Algebra

UNIT ONE Tools of Algebra UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students

More information

Lesson M4. page 1 of 2

Lesson M4. page 1 of 2 Lesson M4 page 1 of 2 Miniature Gulf Coast Project Math TEKS Objectives 111.22 6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace; 6b.1 (C) select tools, including

More information

SPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE

SPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE SPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE Kate Bennie Mathematics Learning and Teaching Initiative (MALATI) Sarie Smit Centre for Education Development, University of Stellenbosch

More information

FIGURE IT OUT! MIDDLE SCHOOL TASKS. Texas Performance Standards Project

FIGURE IT OUT! MIDDLE SCHOOL TASKS. Texas Performance Standards Project FIGURE IT OUT! MIDDLE SCHOOL TASKS π 3 cot(πx) a + b = c sinθ MATHEMATICS 8 GRADE 8 This guide links the Figure It Out! unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Figure

More information

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a

More information

Empiricism as Unifying Theme in the Standards for Mathematical Practice. Glenn Stevens Department of Mathematics Boston University

Empiricism as Unifying Theme in the Standards for Mathematical Practice. Glenn Stevens Department of Mathematics Boston University Empiricism as Unifying Theme in the Standards for Mathematical Practice Glenn Stevens Department of Mathematics Boston University Joint Mathematics Meetings Special Session: Creating Coherence in K-12

More information

Will Rogers College Junior High School

Will Rogers College Junior High School Will Rogers College Junior High School Enrollment Handbook 2017-2018 Home of the Ropers! Will Rogers High School has a rich history in academics, activities, and athletics that began in 1939 and still

More information

Diagnostic Test. Middle School Mathematics

Diagnostic Test. Middle School Mathematics Diagnostic Test Middle School Mathematics Copyright 2010 XAMonline, Inc. All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by

More information

Requirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5)

Requirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5) Requirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5) Core Curriculum Requirements: 60 hours Minimum Academic Good Standing Grade Point Average:.75 Upper

More information

Cal s Dinner Card Deals

Cal s Dinner Card Deals Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help

More information

Afm Math Review Download or Read Online ebook afm math review in PDF Format From The Best User Guide Database

Afm Math Review Download or Read Online ebook afm math review in PDF Format From The Best User Guide Database Afm Math Free PDF ebook Download: Afm Math Download or Read Online ebook afm math review in PDF Format From The Best User Guide Database C++ for Game Programming with DirectX9.0c and Raknet. Lesson 1.

More information

Course Offerings SUBJECT AND COURSE REQUIREMENTS

Course Offerings SUBJECT AND COURSE REQUIREMENTS Mira Mesa High School 10510 Reagan Road San Diego, CA 92126 (858) 566-2262 phone (858) 549-9541 fax http://sandi.net/miramesa Course Offerings SUBJECT AND COURSE REQUIREMENTS Minimum Semester Credits Required

More information

This scope and sequence assumes 160 days for instruction, divided among 15 units.

This scope and sequence assumes 160 days for instruction, divided among 15 units. In previous grades, students learned strategies for multiplication and division, developed understanding of structure of the place value system, and applied understanding of fractions to addition and subtraction

More information

Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers.

Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers. Approximate Time Frame: 3-4 weeks Connections to Previous Learning: In fourth grade, students fluently multiply (4-digit by 1-digit, 2-digit by 2-digit) and divide (4-digit by 1-digit) using strategies

More information

Arizona s College and Career Ready Standards Mathematics

Arizona s College and Career Ready Standards Mathematics Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June

More information

ASSESSMENT TASK OVERVIEW & PURPOSE:

ASSESSMENT TASK OVERVIEW & PURPOSE: Performance Based Learning and Assessment Task A Place at the Table I. ASSESSMENT TASK OVERVIEW & PURPOSE: Students will create a blueprint for a decorative, non rectangular picnic table (top only), and

More information

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student

More information

Rendezvous with Comet Halley Next Generation of Science Standards

Rendezvous with Comet Halley Next Generation of Science Standards Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that

More information

South Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5

South Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Timeline. Recommendations

Timeline. Recommendations Introduction Advanced Placement Course Credit Alignment Recommendations In 2007, the State of Ohio Legislature passed legislation mandating the Board of Regents to recommend and the Chancellor to adopt

More information

Big Ideas Math Grade 6 Answer Key

Big Ideas Math Grade 6 Answer Key Big Ideas Math Grade 6 Answer Key Free PDF ebook Download: Big Ideas Math Grade 6 Answer Key Download or Read Online ebook big ideas math grade 6 answer key in PDF Format From The Best User Guide Database

More information

Julia Smith. Effective Classroom Approaches to.

Julia Smith. Effective Classroom Approaches to. Julia Smith @tessmaths Effective Classroom Approaches to GCSE Maths resits julia.smith@writtle.ac.uk Agenda The context of GCSE resit in a post-16 setting An overview of the new GCSE Key features of a

More information

Written by Wendy Osterman

Written by Wendy Osterman Pre-Algebra Written by Wendy Osterman Editor: Alaska Hults Illustrator: Corbin Hillam Designer/Production: Moonhee Pak/Cari Helstrom Cover Designer: Barbara Peterson Art Director: Tom Cochrane Project

More information

MTH 141 Calculus 1 Syllabus Spring 2017

MTH 141 Calculus 1 Syllabus Spring 2017 Instructor: Section/Meets Office Hrs: Textbook: Calculus: Single Variable, by Hughes-Hallet et al, 6th ed., Wiley. Also needed: access code to WileyPlus (included in new books) Calculator: Not required,

More information

Mathematics Scoring Guide for Sample Test 2005

Mathematics Scoring Guide for Sample Test 2005 Mathematics Scoring Guide for Sample Test 2005 Grade 4 Contents Strand and Performance Indicator Map with Answer Key...................... 2 Holistic Rubrics.......................................................

More information

Seventh Grade Course Catalog

Seventh Grade Course Catalog 2017-2018 Seventh Grade Course Catalog Any information parents want to give the school which would be helpful for the student s educational placement needs to be addressed to the grade level counselor.

More information

Using Calculators for Students in Grades 9-12: Geometry. Re-published with permission from American Institutes for Research

Using Calculators for Students in Grades 9-12: Geometry. Re-published with permission from American Institutes for Research Using Calculators for Students in Grades 9-12: Geometry Re-published with permission from American Institutes for Research Using Calculators for Students in Grades 9-12: Geometry By: Center for Implementing

More information

Revised on Common Course Number Data Sheet 221 Course Identification. Campus Course Attribute. Prerequisite Text Min.

Revised on Common Course Number Data Sheet 221 Course Identification. Campus Course Attribute. Prerequisite Text Min. Common Number Data Sheet 221 Campus 1 AMST150 MAN FGB NA 3 America and the World Examines America's role in world history and the influence of world affairs on U.S. culture and society. Focuses on U.S.

More information

NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards

NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate

More information

THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS

THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS ELIZABETH ANNE SOMERS Spring 2011 A thesis submitted in partial

More information

Primary National Curriculum Alignment for Wales

Primary National Curriculum Alignment for Wales Mathletics and the Welsh Curriculum This alignment document lists all Mathletics curriculum activities associated with each Wales course, and demonstrates how these fit within the National Curriculum Programme

More information

First Grade Standards

First Grade Standards These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught

More information

Keystone Algebra 1 Open Ended Practice

Keystone Algebra 1 Open Ended Practice Keystone Algebra 1 Open Ended Practice Free PDF ebook Download: Keystone Algebra 1 Practice Download or Read Online ebook keystone algebra 1 open ended practice in PDF Format From The Best User Guide Database

More information

2012 New England Regional Forum Boston, Massachusetts Wednesday, February 1, More Than a Test: The SAT and SAT Subject Tests

2012 New England Regional Forum Boston, Massachusetts Wednesday, February 1, More Than a Test: The SAT and SAT Subject Tests 2012 New England Regional Forum Boston, Massachusetts Wednesday, February 1, 2012 More Than a Test: The SAT and SAT Subject Tests 1 Presenters Chris Lucier Vice President for Enrollment Management, University

More information

MATH 108 Intermediate Algebra (online) 4 Credits Fall 2008

MATH 108 Intermediate Algebra (online) 4 Credits Fall 2008 MATH 108 Intermediate Algebra (online) 4 Credits Fall 2008 Instructor: Nolan Rice Math Lab: T 2:00 2:50 Office: SHL 206-F Office Hours: M/F 2:00 2:50 Phone/Voice Mail: 732.6819 W 4:30 5:20 E-mail: nrice@csi.edu

More information

Algebra 2- Semester 2 Review

Algebra 2- Semester 2 Review Name Block Date Algebra 2- Semester 2 Review Non-Calculator 5.4 1. Consider the function f x 1 x 2. a) Describe the transformation of the graph of y 1 x. b) Identify the asymptotes. c) What is the domain

More information

Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes

Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Linda Taylor, CASAS ltaylor@casas.or Susana van Bezooijen, CASAS svanb@casas.org CASAS and

More information

Fairfield Methodist School (Secondary) Topics for End of Year Examination Term

Fairfield Methodist School (Secondary) Topics for End of Year Examination Term End of Year examination papers will cover all the topics taught in Sec 2 for each subject unless otherwise stated below. Oral Exam for Languages will be conducted by teachers outside of the EOY exam period.

More information

Ready Common Core Ccls Answer Key

Ready Common Core Ccls Answer Key Ready Ccls Answer Key Free PDF ebook Download: Ready Ccls Answer Key Download or Read Online ebook ready common core ccls answer key in PDF Format From The Best User Guide Database Learning Standards Coverage

More information

success. It will place emphasis on:

success. It will place emphasis on: 1 First administered in 1926, the SAT was created to democratize access to higher education for all students. Today the SAT serves as both a measure of students college readiness and as a valid and reliable

More information

Problem of the Month: Movin n Groovin

Problem of the Month: Movin n Groovin : The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of

More information

Pre-AP Geometry Course Syllabus Page 1

Pre-AP Geometry Course Syllabus Page 1 Pre-AP Geometry Course Syllabus 2015-2016 Welcome to my Pre-AP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next

More information