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1 Integrated Algebra I A - Process Skills use appropriate technology to solve mathematical problems (GPS) (MAM1_A2009-1) build new mathematical knowledge through problem-solving (GPS) (MAM1_A2009-2) solve problems that arise in mathematics and in other areas (GPS) (MAM1_A2009-3) apply and adapt a variety of appropriate strategies to solve problems (GPS) (MAM1_A2009-4) monitor and reflect on the process of mathematical problem-solving (GPS) (MAM1_A2009-5) recognize reasoning and proof (evidence) as fundamental aspects of mathematics (GPS) (MAM1_A2009-6) make and investigate mathematical conjectures (GPS) (MAM1_A2009-7) investigate, develop, and evaluate mathematical arguments and proofs (GPS) (MAM1_A2009-8) select and use various types of reasoning and methods of proof (GPS) (MAM1_A2009-9) organize and consolidate mathematics thinking (GPS) (MAM1_A ) communicate mathematical thinking coherently to peers, teachers, and others (GPS) (MAM1_A ) analyze and evaluate the mathematical thinking and strategies of others (GPS) (MAM1_A ) use the terminology and language of mathematics to express mathematical ideas precisely (GPS) (MAM1_A ) recognize and use connections among mathematical ideas (GPS) (MAM1_A ) explain how mathematical ideas interconnect and build on one another to produce a coherent whole (GPS) (MAM1_A ) recognize and apply mathematics in contexts outside of mathematics (GPS) (MAM1_A ) create and use pictures, manipulatives, models, and symbols to organize, record, and communicate mathematical ideas (GPS) (MAM1_A ) select, apply, and translate among mathematical representations to solve problems (GPS) (MAM1_A ) use representations to model and interpret physical, social, and mathematical phenomena (GPS) (MAM1_A ) C - Geometry determine the distance between two points (GPS) (MAM1_C ) determine the distance between a point and a line (GPS) (MAM1_C ) determine the midpoint of a segment (GPS) (MAM1_C ) explain the distance formula as an application of the Pythagorean theorem (GPS) (MAM1_C ) use the coordinate plane to investigate properties of and verify conjectures related to triangles and quadrilaterals (GPS) (MAM1_C ) use conjecture, inductive reasoning, deductive reasoning, counterexamples, and indirect proof as appropriate (GPS) (MAM1_C ) explain and use the relationships among a statement and its converse, inverse, and contrapositive (GPS) (MAM1_C ) determine the sum of interior and exterior angles in a polygon (GPS) (MAM1_C ) use and explain triangle inequality, side-angle inequality, and exterior-angle inequality (GPS) (MAM1_C ) use and explain congruence postulates and theorems for triangles (SSS, SAS, ASA, AAS, HL) (GPS) (MAM1_C ) use and prove properties of and relationships among special quadrilaterals: parallelogram, rectangle, rhombus, square, trapezoid, and kite (GPS) (MAM1_C ) find and use points of concurrency in triangles: incenter, orthocenter, circumcenter, and centroid (GPS) (MAM1_C ) E - Algebra represent functions using function notation (GPS) (MAM1_E ) graph the basic functions f(x)=x n, where n=1 to 3, f(x)= x, f(x)= x, and f(x)=1/x (GPS) (MAM1_E ) graph transformations of basic functions including vertical shifts, horizontal shifts, stretches, and shrinks, as well as reflections across the x- and y-axes (GPS) (MAM1_E ) Page 1

2 E - Algebra (continued) investigate and explain the characteristics of a function: domain, range, zeros, intercepts, intervals of increase and decrease, e maximum and minimum values, and end behavior (GPS) (MAM1_E ) relate to a given context the characteristics of a function and use graphs and tables to investigate its behavior (GPS) (MAM1_E ) recognize sequences as functions with domains that are whole numbers (GPS) (MAM1_E ) explore rates of change, comparing constant rates of change (e.g., slope) versus variable rates of change and compare rates of change of linear, quadratic, square root, and other function families (GPS) (MAM1_E ) determine graphically and algebraically whether a function has symmetry and whether it is even, odd, or neither (GPS) (MAM1_E ) explain how any equation in x can be interpreted as the equation f(x) = g(x), and interpret the solutions of the equation as the x- value(s) of the intersection point(s) of the graphs of y = f(x) and y = g(x) (GPS) (MAM1_E ) simplify algebraic and numeric expressions involving square root (GPS) (MAM1_E ) perform operations with square roots (GPS) (MAM1_E ) add, subtract, multiply, and divide polynomials (GPS) (MAM1_E ) expand binomials using the Binomial Theorem (GPS) (MAM1_E ) add, subtract, multiply, and divide rational expressions (GPS) (MAM1_E ) factor expressions by greatest common factor, grouping, trial and error, and special products limited to the following formulas: (x + y)² = x² + 2xy + y²; (x - y)² = x² - 2xy + y²; (x + y)(x - y) = x² - y²; (x + a)(x + b) = x² + (a + b)x + ab; (x + y)³ = x³ + 3x²y + 3xy² + y³; (x - y)³ = x³ - 3x²y + 3xy² - y³ (GPS) (MAM1_E ) use area and volume models for polynomial arithmetic (GPS) (MAM1_E ) solve quadratic equations in the form ax² + bx + c = 0, where a = 1, by using factorization and finding square roots where applicable (GPS) (MAM1_E ) solve equations involving radicals such as x + b = c, using algebraic techniques (GPS) (MAM1_E ) use a variety of techniques, including technology, tables and graphs, to solve equations resulting from the investigation of x² + bx + c = 0 (GPS) (MAM1_E ) solve simple rational equations that result in linear equations or quadratic equations with leading coefficient of 1 (GPS) (MAM1_E ) F - Data Analysis and Probability organize, represent, investigate, interpret, and make inferences from data (GPS) (MAM1_F ) apply the addition and multiplication principles of counting (GPS) (MAM1_F ) calculate and use simple permutations and combinations (GPS) (MAM1_F ) find the probabilities of mutually exclusive events (GPS) (MAM1_F ) find the probabilities of dependent events (GPS) (MAM1_F ) calculate conditional probabilities (GPS) (MAM1_F ) use expected value to predict outcomes (GPS) (MAM1_F ) compare summary statistics (mean, median, quartiles and interquartile range) from one sample data distribution to another sample data distribution in describing center and variability of data distributions (GPS) (MAM1_F ) compare averages of summary statistics from a large number of samples to the corresponding population parameters (GPS) (MAM1_F ) explain how a random sample is used to improve the chance of selecting a representative sample (GPS) (MAM1_F ) explore variability of data by determining the mean absolute deviation (the average of the absolute values of the deviations) (GPS) (MAM1_F ) G - Reading Across the Curriculum read and discuss mathematical material to establish context for subject matter, develop mathematical vocabulary, and to be aware of current research (GPS) (MAM1_G ) Page 2

3 INTEGRATED GEOMETRY A - Process Skills use appropriate technology to solve mathematical problems (GPS) (MAM2_A2009-1) build new mathematical knowledge through problem-solving (GPS) (MAM2_A2009-2) solve problems that arise in mathematics and in other areas (GPS) (MAM2_A2009-3) apply and adapt a variety of appropriate strategies to solve problems (GPS) (MAM2_A2009-4) monitor and reflect on the process of mathematical problem-solving (GPS) (MAM2_A2009-5) recognize reasoning and proof (evidence) as fundamental aspects of mathematics (GPS) (MAM2_A2009-6) make and investigate mathematical conjectures (GPS) (MAM2_A2009-7) investigate, develop, and evaluate mathematical arguments and proofs (GPS) (MAM2_A2009-8) select and use various types of reasoning and methods of proof (GPS) (MAM2_A2009-9) organize and consolidate mathematics thinking (GPS) (MAM2_A ) communicate mathematical thinking coherently to peers, teachers, and others (GPS) (MAM2_A ) analyze and evaluate the mathematical thinking and strategies of others (GPS) (MAM2_A ) use the terminology and language of mathematics to express mathematical ideas precisely (GPS) (MAM2_A ) recognize and use connections among mathematical ideas (GPS) (MAM2_A ) explain how mathematical ideas interconnect and build on one another to produce a coherent whole (GPS) (MAM2_A ) recognize and apply mathematics in contexts outside of mathematics (GPS) (MAM2_A ) create and use pictures, manipulatives, models, and symbols to organize, record, and communicate mathematical ideas (GPS) (MAM2_A ) select, apply, and translate among mathematical representations to solve problems (GPS) (MAM2_A ) use representations to model and interpret physical, social, and mathematical phenomena (GPS) (MAM2_A ) B - Numbers and Operations write square roots of negative numbers in imaginary form (GPS) (MAM2_B ) write complex numbers in the form a + bi (GPS) (MAM2_B ) add, subtract, multiply, and divide complex numbers (GPS) (MAM2_B ) simplify expressions involving complex numbers (GPS) (MAM2_B ) C - Geometry identify and use special right triangles (GPS) (MAM2_C ) determine the lengths of sides of 30-60º - 90 triangles (GPS) (MAM2_C ) determine the lengths of sides of triangles (GPS) (MAM2_C ) define and apply sine, cosine, and tangent ratios to right triangles (GPS) (MAM2_C ) explain the relationship of the trigonometric ratios for similar triangles (GPS) (MAM2_C ) explain the relationship between the trigonometric ratios of complementary angles (GPS) (MAM2_C ) solve application problems using the trigonometric ratios (GPS) (MAM2_C ) apply properties of chords, tangents, and secants as an application of triangle similarity (GPS) (MAM2_C ) apply properties of central, inscribed, and related angles (GPS) (MAM2_C ) use the properties of circles to solve problems involving the length of an arc and the area of a sector (GPS) (MAM2_C ) justify measurements and relationships in circles using geometric and algebraic properties (GPS) (MAM2_C ) use and apply surface area and volume of a sphere (GPS) (MAM2_C ) determine the effect on surface area and volume of changing the radius or diameter of a sphere (GPS) (MAM2_C ) Page 3

4 E - Algebra investigate and explain characteristics of the greatest integer function (GPS) (MAM2_E ) write absolute value functions as piecewise functions (GPS) (MAM2_E ) investigate and explain characteristics of a variety of piecewise functions including domain, range, vertex, axis of symmetry, zeros, intercepts, extrema, points of discontinuity, intervals over which the function is constant, intervals of increase and decrease, and rates of change (GPS) (MAM2_E ) solve absolute value equations and inequalities analytically, graphically, and by using appropriate technology (GPS) (MAM2_E ) generalize properties of exponents to include all integer exponents (GPS) (MAM2_E ) investigate and explain characteristics of exponential functions, including domain and range, asymptotes, zeros, intercepts, intervals of increase and decrease, rates of change, and end behavior (GPS) (MAM2_E ) graph functions as transformations of f(x) = a x (GPS) (MAM2_E ) solve simple exponential equations and inequalities analytically, graphically, and by using appropriate technology (GPS) (MAM2_E ) use and explain basic exponential functions as models of real phenomena (GPS) (MAM2_E ) represent geometric sequences as exponential functions with domains that are whole numbers (GPS) (MAM2_E ) interpret the constant ratio in a geometric sequence as the base of the associated exponential function (GPS) (MAM2_E ) analyze quadratic functions in the forms f(x) = ax² + bx + c and f(x) = a(x-h)² + k (GPS) (MAM2_E ) convert between standard and vertex form (GPS) (MAM2_E ) graph quadratic functions as transformations of the function f(x) = x² (GPS) (MAM2_E ) investigate and explain characteristics of quadratic functions, including domain, range, vertex, axis of symmetry, zeros, intercepts, extrema, intervals of increase and decrease, and rates of change (GPS) (MAM2_E ) investigate arithmetic series and explain various ways of computing their sums (GPS) (MAM2_E ) interpret sequences of partial sums of arithmetic series as examples of quadratic functions (GPS) (MAM2_E ) solve equations graphically using appropriate technology (GPS) (MAM2_E ) find real and complex solutions of equations by factoring, taking square roots, and applying the quadratic formula (GPS) (MAM2_E ) analyze the nature of roots using technology and the discriminant (GPS) (MAM2_E ) solve quadratic inequalities both graphically and algebraically and describe the solutions using linear inequalities (GPS) (MAM2_E ) explain the characteristics of functions and their inverses, including one-to-oneness, domain, and range (GPS) (MAM2_E ) determine inverses of linear, quadratic, and power functions and functions of the form f(x) = a/x, including the use of restricted domains (GPS) (MAM2_E ) compare and contrast the graphs of functions and their inverses (GPS) (MAM2_E ) use composition to verify that functions are inverses of each other (GPS) (MAM2_E ) F - Data Analysis and Probability pose a question and collect sample data from two or more different populations (GPS) (MAM2_F ) calculate the means and standard deviations of sets of data (GPS) (MAM2_F ) use means and standard deviations to compare data sets (GPS) (MAM2_F ) compare the means and standard deviations of random samples with the corresponding population parameters, including those population parameters for normal distributions (GPS) (MAM2_F ) explain why sample means vary from one sample to the next (GPS) (MAM2_F ) explain why the distribution of the sample means has less variability than the population distribution (GPS) (MAM2_F ) use population means and standard deviations to make informal inferences (GPS) (MAM2_F ) gather and plot data that can be modeled with linear and quadratic functions (GPS) (MAM2_F ) find good linear fits to data using simple methods such as the median-median line and "eyeballing" (GPS) (MAM2_F ) Page 4

5 F Data Analysis and Probability (continued) apply the processes of linear and quadratic regression for curve fitting using appropriate technology (GPS) (MAM2_F ) investigate issues that arise when using data to explore the relationship between two variables, including confusion between correlation and causation (GPS) (MAM2_F ) G - Reading Across the Curriculum read and discuss mathematical material to establish context for subject matter, develop mathematical vocabulary, and to be aware of current research (GPS) (MAM2_G ) Page 5

6 INTEGRATED ALGEBRA II A - Process Skills use appropriate technology to solve mathematical problems (GPS) (MAM3_A2010-1) build new mathematical knowledge through problem solving (GPS) (MAM3_A2010-2) solve problems that arise in mathematics and in other contexts (GPS) (MAM3_A2010-3) apply and adapt a variety of appropriate strategies to solve problems (GPS) (MAM3_A2010-4) monitor and reflect on the process of mathematical problem solving (GPS) (MAM3_A2010-5) recognize reasoning and proof (evidence) as fundamental aspects of mathematics (GPS) (MAM3_A2010-6) make and investigate mathematical conjectures (GPS) (MAM3_A2010-7) investigate, develop and evaluate mathematical arguments and proofs (GPS) (MAM3_A2010-8) select and use various types of reasoning and methods of proof (GPS) (MAM3_A2010-9) organize and consolidate mathematics thinking (GPS) (MAM3_A ) communicate mathematical thinking coherently to peers, teachers and others (GPS) (MAM3_A ) analyze and evaluate the mathematical thinking and strategies of others (GPS) (MAM3_A ) use the terminology and language of mathematics to express mathematical ideas precisely (GPS) (MAM3_A ) recognize and use connections among mathematical ideas (GPS) (MAM3_A ) explain how mathematical ideas interconnect and build on one another to produce a coherent whole (GPS) (MAM3_A ) recognize and apply mathematics in contexts outside of mathematics (GPS) (MAM3_A ) create and use pictures, manipulatives, models and symbols to organize, record and communicate mathematical ideas (GPS) (MAM3_A ) select, apply and translate among mathematical representations to solve problems (GPS) (MAM3_A ) use representations to model and interpret physical, social and mathematical phenomena (GPS) (MAM3_A ) C - Geometry find equations of circles (GPS) (MAM3_C ) graph a circle given an equation in general form (GPS) (MAM3_C ) find the equation of a tangent line to a circle at a given point (GPS) (MAM3_C ) solve a system of equations involving a circle and a line (GPS) (MAM3_C ) solve a system of equations involving two circles (GPS) (MAM3_C ) convert equations of conics by completing the square (GPS) (MAM3_C ) graph conic sections, identifying fundamental characteristics (GPS) (MAM3_C ) write equations of conic sections (including parabolas, circles, ellipses and hyperbolas) given appropriate information (GPS) (MAM3_C ) plot the point (x, y, z) and identify it as a vertex of a rectangular prism (GPS) (MAM3_C ) apply the distance formula in 3-space (GPS) (MAM3_C ) recognize and use equations of planes and spheres (GPS) (MAM3_C ) E - Algebra graph simple polynomial functions as translations of the function f(x) = ax n (GPS) (MAM3_E ) analyze the effects of the following on the graph of a polynomial function: degree, lead coefficient and multiplicity of real zeros (GPS) (MAM3_E ) determine whether a polynomial function has symmetry and whether it is even, odd or neither (GPS) (MAM3_E ) investigate and explain characteristics of polynomial functions, including domain and range, intercepts, zeros, relative and absolute extrema, intervals of increase and decrease, and end behavior (GPS) (MAM3_E ) define and understand the properties of nth roots (GPS) (MAM3_E ) extend properties of exponents to include rational exponents (GPS) (MAM3_E ) Page 6

7 E - Algebra (continued) define logarithmic functions as inverses of exponential functions (GPS) (MAM3_E ) use and explain properties of logarithms by extending laws of exponents (GPS) (MAM3_E ) investigate and explain characteristics of exponential and logarithmic functions including domain and range, asymptotes, zeros, intercepts, intervals of increase and decrease, and rate of change (GPS) (MAM3_E ) graph functions as transformations of f(x) = a x, f(x) = log a x, f(x) = e x and f(x) = In x (GPS) (MAM3_E ) explore real phenomena related to exponential and logarithmic functions including half-life and doubling time (GPS) (MAM3_E ) find real and complex roots of higher degree polynomial equations using the factor theorem, remainder theorem, rational root theorem and fundamental theorem of algebra, incorporating complex and radical conjugates (GPS) (MAM3_E ) solve polynomial, exponential and logarithmic equations analytically, graphically and using appropriate technology (GPS) (MAM3_E ) solve polynomial, exponential and logarithmic inequalities analytically, graphically and using appropriate technology and represent solution sets of inequalities using interval notation (GPS) (MAM3_E ) solve a variety of types of equations by appropriate means choosing among mental calculation, pencil and paper, or appropriate technology (GPS) (MAM3_E ) add, subtract, multiply and invert matrices choosing appropriate methods including technology (GPS) (MAM3_E ) find the determinants and inverses of two-by-two matrices using pencil and paper, and find inverses of larger matrices using technology (GPS) (MAM3_E ) examine the properties of matrices, contrasting them with properties of real numbers (GPS) (MAM3_E ) represent a system of linear equations as a matrix equation (GPS) (MAM3_E ) solve matrix equations using inverse matrices (GPS) (MAM3_E ) represent and solve realistic problems using systems of linear equations (GPS) (MAM3_E ) solve systems of inequalities in two variables, showing the solutions graphically (GPS) (MAM3_E ) represent and solve realistic problems using linear programming (GPS) (MAM3_E ) apply matrix representations of vertex-edge graphs to represent realistic situations (GPS) (MAM3_E ) use matrices to solve problems that can be represented by vertex-edge graphs (GPS) (MAM3_E ) F - Data Analysis and Probability create probability histograms of discrete random variables, using both experimental and theoretical probabilities (GPS) (MAM3_F ) solve problems involving probabilities by interpreting a normal distribution as a probability histogram for a continuous random variable (z-scores are used for a general normal distribution) (GPS) (MAM3_F ) determine intervals about the mean that include a given percent of data (GPS) (MAM3_F ) determine the probability that a given value falls within a specified interval (GPS) (MAM3_F ) estimate how many items in a population fall within a specified interval (GPS) (MAM3_F ) compare experimental and observational studies by posing questions and collecting, analyzing and interpreting data (GPS) (MAM3_F ) G - Reading Across the Curriculum read and discuss mathematical material to establish context for subject matter, develop mathematical vocabulary and to be aware of current research (GPS) (MAM3_G ) Page 7

8 Integrated Trigonometry A - Process Skills use appropriate technology to solve mathematical problems (GPS) (MAM4_A2011-1) build new mathematical knowledge through problem solving (GPS) (MAM4_A2011-2) solve problems that arise in mathematics and in other areas (GPS) (MAM4_A2011-3) apply and adapt a variety of appropriate strategies to solve problems (GPS) (MAM4_A2011-4) monitor and reflect on the process of mathematical problem solving (GPS) (MAM4_A2011-5) recognize reasoning and proof (evidence) as fundamental aspects of mathematics (GPS) (MAM4_A2011-6) make and investigate mathematical conjectures (GPS) (MAM4_A2011-7) investigate, develop and evaluate mathematical arguments and proofs (GPS) (MAM4_A2011-8) select and use various types of reasoning and methods of proof (GPS) (MAM4_A2011-9) organize and consolidate mathematical thinking (GPS) (MAM4_A ) analyze and evaluate the mathematical thinking and strategies of others (GPS) (MAM4_A ) use the terminology and language of mathematics to express mathematical ideas precisely (GPS) (MAM4_A ) recognize and use connections among mathematical ideas (GPS) (MAM4_A ) explain how mathematical ideas interconnect and build on one another to produce a coherent whole (GPS) (MAM4_A ) recognize and apply mathematics in contexts outside of mathematics (GPS) (MAM4_A ) create and use pictures, manipulatives, models and symbols to organize, record and communicate mathematical ideas (GPS) (MAM4_A ) select, apply and translate among mathematical representations to solve problems (GPS) (MAM4_A ) use representations to model and interpret physical, social and mathematical phenomena (GPS) (MAM4_A ) communicate mathematical thinking coherently to peers, teachers and others (GPS) (MAM4_A ) E - Algebra investigate and explain characteristics of rational functions, including domain, range, zeros, points of discontinuity, intervals of increase and decrease, rates of change, local and absolute extrema, symmetry, asymptotes, and end behavior (GPS) (MAM4_E ) find inverses of rational functions, discussing domain and range, symmetry, and function composition (GPS) (MAM4_E ) solve rational equations and inequalities analytically, graphically and by using appropriate technology (GPS) (MAM4_E ) convert between angles measured in degrees and radians, including but not limited to 0, 30, 45, 60, 90 their multiples and equivalences (GPS) (MAM4_E ) apply the six trigonometric functions as functions of general angles in standard position (GPS) (MAM4_E ) find values of trigonometric functions using points on the terminal sides of angles in the standard position (GPS) (MAM4_E ) apply the six trigonometric functions as functions of arc length on the unit circle (GPS) (MAM4_E ) find values of trigonometric functions using the unit circle (GPS) (MAM4_E ) apply the six basic trigonometric functions as functions of real numbers (GPS) (MAM4_E ) determine the characteristics of the graphs of the six basic trigonometric functions (GPS) (MAM4_E ) graph transformations of trigonometric functions including changing period, amplitude, phase shift and vertical shift (GPS) (MAM4_E ) apply graphs of trigonometric functions in realistic contexts involving periodic phenomena (GPS) (MAM4_E ) compare and contrast properties of functions within and across the following types: linear, quadratic, polynomial, power, rational, exponential, logarithmic, trigonometric and piecewise (GPS) (MAM4_E ) investigate transformations of functions (GPS) (MAM4_E ) Page 8

9 E Algebra (continued) investigate characteristics of functions built through sum, difference, product, quotient and composition (GPS) (MAM4_E ) establish and utilize trigonometric identities to simplify expressions and verify equivalence statements (GPS) (MAM4_E ) solve trigonometric equations both graphically and algebraically over a variety of domains, using technology as appropriate (GPS) (MAM4_E ) use the coordinates of a point on the terminal side of an angle to express x as r cos θ and y as r sin θ (GPS) (MAM4_E ) apply the law of sines and the law of cosines (GPS) (MAM4_E ) verify and apply the trigonometric formula to find the area of a triangle (GPS) (MAM4_E ) find values of the inverse sine, inverse cosine and inverse tangent functions using technology as appropriate (GPS) (MAM4_E ) determine characteristics of the inverse sine, inverse cosine and inverse tangent functions and their graphs (GPS) (MAM4_E ) find and use recursive and explicit formulae for the terms of sequences (GPS) (MAM4_E ) analyze and use simple arithmetic and geometric sequences (GPS) (MAM4_E ) find and apply the sums of finite and, where appropriate, infinite arithmetic and geometric series (GPS) (MAM4_E ) use summation notation to express finite series (GPS) (MAM4_E ) represent vectors algebraically and geometrically (GPS) (MAM4_E ) convert between vectors expressed using rectangular coordinates and expressed using magnitude and direction (GPS) (MAM4_E ) add, subtract and compute scalar multiples of vectors (GPS) (MAM4_E ) use vectors to solve realistic problems (GPS) (MAM4_E ) F - Data Analysis and Probability use simulation to develop the idea of the central limit theorem (GPS) (MAM4_F ) use student-generated data from random samples of 30 or more members to determine the margin of error and confidence interval for a specified level of confidence (GPS) (MAM4_F ) use confidence intervals and margins of error to make inferences from data about a population (GPS) (MAM4_F ) G - Reading Across the Curriculum read and discuss mathematical material to establish context for subject matter, develop mathematical vocabulary and to be aware of current research (GPS) (MAM4_G ) Page 9

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WA State Common Core Standards - Mathematics Number & Quantity The Real Number System Extend the properties of exponents to rational exponents. 1. Explain how the definition of the meaning of rational exponents follows from extending the properties

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Integrated Math III. IM3.1.2 Use a graph to find the solution set of a pair of linear inequalities in two variables. Standard 1: Algebra and Functions Students solve inequalities, quadratic equations, and systems of equations. They graph polynomial, rational, algebraic, and piece-wise defined functions. They graph and

BENCHMARKS GRADE LEVEL INDICATORS STRATEGIES/RESOURCES GRADE OHIO ACADEMIC CONTENT STANDARDS MATHEMATICS CURRICULUM GUIDE Tenth Grade Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems

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PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) PROCESSES OF TEACHING AND LEARNING MATHEMATICS. Utah Core Curriculum for Mathematics, Processes of Teaching and Learning Mathematics and Intermediate Algebra Standards (Grades 9-12) MATHEMATICS Problem Solving 1. Select and use appropriate methods for

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Check boxes of Edited Copy of Sp Topics (was 217-pilot) Check boxes of Edited Copy of 10024 Sp 11 213 Topics (was 217-pilot) College Algebra, 9th Ed. [open all close all] R-Basic Algebra Operations Section R.1 Integers and rational numbers Rational and irrational

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Fall For each standard, the table below shows the applicable Catchup Math curriculum. Covered in Subject and Chapter Programs Catchup Math and the Common Core Standards Fall 2012 The Catchup Math curriculum addresses nearly all the Common Core Mathematics Standards for Grades 6-8 and High School (including most of the optional

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Contents. CHAPTER P Prerequisites 1. CHAPTER 1 Functions and Graphs 69. P.1 Real Numbers 1. P.2 Cartesian Coordinate System 14 CHAPTER P Prerequisites 1 P.1 Real Numbers 1 Representing Real Numbers ~ Order and Interval Notation ~ Basic Properties of Algebra ~ Integer Exponents ~ Scientific Notation P.2 Cartesian Coordinate System

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Copyright 2018 UC Regents and ALEKS Corporation. ALEKS is a registered trademark of ALEKS Corporation. 2/10 Prep for Calculus This course covers the topics outlined below. You can customize the scope and sequence of this course to meet your curricular needs. Curriculum (281 topics + 125 additional topics) Real

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Prentice Hall Mathematics, Algebra Correlated to: Achieve American Diploma Project Algebra II End-of-Course Exam Content Standards Core: Operations on Numbers and Expressions Priority: 15% Successful students will be able to perform operations with rational, real, and complex numbers, using both numeric and algebraic expressions,

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Precalculus. Represent complex numbers and their operations on the complex plane. Precalculus Precalculus is designed for students who have successfully completed the Algebra II with Trigonometry course. This course is considered to be a prerequisite for success in calculus and college

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PRECALCULUS. Changes to the original 2010 COS is in red. If it is red and crossed out, it has been moved to another course. PRECALCULUS Precalculus is a course designed for students who have successfully completed the Algebra II With Trigonometry course. This course is considered to be a prerequisite for success in calculus

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I. Content Standard: Number, Number Sense and Operations Standard Course Description: Honors Precalculus is the study of advanced topics in functions, algebra, geometry, and data analysis including the conceptual underpinnings of Calculus. The course is an in-depth study

Unit 1. Revisiting Parent Functions and Graphing Unit 1 Revisiting Parent Functions and Graphing Precalculus Analysis Pacing Guide First Nine Weeks Understand how the algebraic properties of an equation transform the geometric properties of its graph.

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WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM ALGEBRA II UNIT: Review of Basic Algebra Skills as Needed SR1 and any Supplemental Materials UNIT : What skills from Algebra I are used in Algebra II? Review Algebra I Skills as Needed SR1 and any additional resources

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1 Chapter 2 Perform arithmetic operations with polynomial expressions containing rational coefficients 2-2, 2-3, 2-4 NYS Performance Indicators Chapter Learning Objectives Text Sections Days A.N. Perform arithmetic operations with polynomial expressions containing rational coefficients. -, -5 A.A. Solve absolute value

Algebra Topic Alignment Preliminary Topics Absolute Value 9N2 Compare, order and determine equivalent forms for rational and irrational numbers. Factoring Numbers 9N4 Demonstrate fluency in computations using real numbers. Fractions

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30. (+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions. [F-TF] Pre-Calculus Curriculum Map (Revised April 2015) Unit Content Standard Unit 1 Unit Circle 29. (+) Use special triangles to determine geometrically the values of sine, cosine, and tangent for and use the

Honors Integrated Algebra/Geometry 3 Critical Content Mastery Objectives Students will: Content Standard 1: Numbers, Number Sense, and Computation Place Value Fractions Comparing and Ordering Counting Facts Estimating and Estimation Strategies Determine an approximate value of radical and

Portable Assisted Study Sequence ALGEBRA IIB SCOPE This course is divided into two semesters of study (A & B) comprised of five units each. Each unit teaches concepts and strategies recommended for intermediate algebra students. The second half of

Content Descriptions Based on the state-mandated content standards. Analytic Geometry Content Descriptions Based on the state-mandated content standards Analytic Geometry Introduction The State Board of Education is required by Georgia law (A+ Educational Reform Act of 2000, O.C.G.A. 20-2-281)

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NYS Algebra II and Trigonometry Suggested Sequence of Units (P.I's within each unit are NOT in any suggested order) 1 of 6 UNIT P.I. 1 - INTEGERS 1 A2.A.1 Solve absolute value equations and inequalities involving linear expressions in one variable 1 A2.A.4 * Solve quadratic inequalities in one and two variables, algebraically

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Contents. Test-Taking Tips... 8 Contents Test-Taking Tips... 8 Unit 1 Number and Number Relations... 9 Lesson 1: Number Concepts...10 Computing with Real Numbers 2 Effects of Computations on Real Numbers 2 Evaluating Radical Expressions

MATHEMATICS Trigonometry. Mathematics 30-1 Mathematics (10 12) /21 Alberta Education, Alberta, Canada (2008) MATHEMATICS 30-1 [C] Communication Trigonometry Develop trigonometric reasoning. 1. Demonstrate an understanding of angles in standard position, expressed in degrees and radians. [CN, ME, R, V] 2. Develop

Mathematics Precalculus: Academic Unit 1: Polynomial and Transcendental Functions Understandings Questions Knowledge Functions can be used as models for real-life problems. Functions can be graphed, evaluated, transformed, analyzed, manipulated and combined using algebraic & graphical

Algebra 2 with Trigonometry Algebra 2 with Trigonometry This course covers the topics shown below; new topics have been highlighted. Students navigate learning paths based on their level of readiness. Institutional users may customize

Algebra I. 60 Higher Mathematics Courses Algebra I The fundamental purpose of the course is to formalize and extend the mathematics that students learned in the middle grades. This course includes standards from the conceptual categories of Number and

ALGEBRA I: State Standards, MPS Objectives and Essential Learnings ALGEBRA I: s, s and s MA 12.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. MA

Algebra 2. Chapter 4 Exponential and Logarithmic Functions. Chapter 1 Foundations for Functions. Chapter 3 Polynomial Functions Algebra 2 Chapter 1 Foundations for Chapter 2 Quadratic Chapter 3 Polynomial Chapter 4 Exponential and Logarithmic Chapter 5 Rational and Radical Chapter 6 Properties and Attributes of Chapter 7 Probability

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xvi xxiii xxvi Construction of the Real Line 2 Is Every Real Number Rational? 3 Problems Algebra of the Real Numbers 7 About the Author v Preface to the Instructor xvi WileyPLUS xxii Acknowledgments xxiii Preface to the Student xxvi 1 The Real Numbers 1 1.1 The Real Line 2 Construction of the Real Line 2 Is Every Real

Copyright 2016 Pearson Education, Inc. or its affiliates. All rights reserved. NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Mathematics (304) Copyright 2016 Pearson Education, Inc. or its affiliates. All rights reserved. NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks, in the U.S.

CURRICULUM PACING GUIDE GRADE/SUBJECT: Precalculus Vertical Alignment. 1st Nine Weeks 1 1st Nine Weeks 17 Days B. Exploring the Skills and Strategies Underlying Mathematics 1. Mathematical Processes Learned in the Context of Increasingly Complex Mathematical and Real-Word Problems a. Apply

ALGEBRA 2. Background Knowledge/Prior Skills Knows what operation properties hold for operations with matrices ALGEBRA 2 Numbers and Operations Standard: 1 Understands and applies concepts of numbers and operations Power 1: Understands numbers, ways of representing numbers, relationships among numbers, and number The chart below includes the assessed on the Algebra II California Test, the Mathematics ), the the, the Competencies in Mathematics from the Intersegmental Committee of the Academic Senate (ICAS), and Appendix C: Event Topics per Meet Meet 1 1A Pre-algebra Topics Fractions to add and express as the quotient of two relatively prime integers Complex fractions and continued fractions Decimals, repeating