Save this PDF as:

Size: px
Start display at page:

Transcription

1 Mathematics (304)

2 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. and/or other countries, of Pearson Education, Inc. or its affiliates.

3 NES Profile: Mathematics (304) Overview The resources below provide information about this test, including the approximate percentage of the total test score derived from each content domain. The complete set of the content domains, the test framework, is provided here and contains all of the competencies and descriptive statements that define the content of the test. Select any of the content domains presented in the chart or its key to view: the test competencies associated with each content domain, a set of descriptive statements that further explain each competency, a sample test question aligned to each competency. Test Field Mathematics (304) Test Format Multiple-choice questions Number of Questions Approximately 150 Test Duration Up to 4 hours and 15 minutes (effective through September 11, 2016) Up to 5 hours (effective beginning September 12, 2016) Reference Materials An on-screen scientific calculator is provided with your test. A formulas page is provided with your test. Reference materials are provided on-screen as part of your test. Key Approximate Percentage of Test Content Domain Range of Competencies 19% I. Mathematical Processes and Number Sense % II. Patterns, Algebra, and Functions % III. Measurement and Geometry % IV. Trigonometry and Calculus % V. Statistics, Probability, and Discrete Mathematics

4 SECONDARY MATHEMATICS FORMULAS Formula Description V = 1 3 Bh V = Bh V = 4 3 r 3 A = 2 rh + 2 r 2 A = 4 r 2 Volume of a right cone and a pyramid Volume of a cylinder and prism Volume of a sphere Surface area of a cylinder Surface area of a sphere A = r r 2 + h 2 = rb Lateral surface area of a right cone S n = n 2 [2a + (n 1)d] = n 2 (a + a n ) S n = a(1 r n ) 1 r Sum of an arithmetic series Sum of a finite geometric series a ar n = 1 r, r 1 Sum of an infinite geometric series n = 0 a sin A = b sin B = c sin C c 2 = a 2 + b 2 2ab cos C Law of sines Law of cosines (x h) 2 + (y k) 2 = r 2 Equation of a circle (y k) = 4c(x h) 2 Equation of a parabola (x h) 2 (y k) 2 a 2 + b 2 = 1 Equation of an ellipse (x h) 2 (y k) 2 a 2 b 2 = 1 Equation of a hyperbola 2

5 Calculator Information A scientific calculator will be provided with your test. You may not use your own scientific calculator or calculator manual. Content Domain I: Mathematical Processes and Number Sense Competencies: 0001 Understand mathematical problem solving. Identify an appropriate problem-solving strategy for a particular problem. Analyze the use of estimation in a variety of situations (e.g., rounding, area, plausibility). Solve mathematical and real-world problems involving integers, fractions, decimals, and percents. Solve mathematical and real-world problems involving ratios, proportions, and average rates of change. In four half-cup samples of a cereal containing dried cranberries, the numbers of cranberries were 17, 22, 22, and 18. Nutrition information on a box of this cereal defines the serving size as 1 cup or 53 grams. If a box contains 405 grams, which of the following is the best estimate of the number of cranberries in one box of this cereal? A. less than 300 B. between 300 and 325 C. between 326 and 350 D. more than Understand mathematical communication, connections, and reasoning. Translate between representations (e.g., graphic, verbal, symbolic). Recognize connections between mathematical concepts. Analyze inductive and deductive reasoning. Apply principles of logic to solve problems. Demonstrate knowledge of the historical development of major mathematical concepts, including contributions from diverse cultures. 3

6 Given statements p and q, which of the following is the truth table for the compound statement p (q ~p)? A. p q p (q ~p) T T T T F F F T F F F F B. p q p (q ~p) T T T T F F F T T F F F C. p q p (q ~p) T T T T F F F T T F F T D. p q p (q ~p) T T T T F F F T F F F T A. This question requires the examinee to apply principles of logic to solve problems. First a truth value column for ~p is computed as F, F, T, T (in vertical order). Then this column is used to compute truth values for the statement q ~p: T, F, T, T. Finally, this result is used to compute truth values for the full expression p (q ~p): T, F, F, F Understand number theory. Analyze the group structure of the real numbers. 4

7 Use complex numbers and their operations. Analyze the properties of numbers and operations. Apply the principles of basic number theory (e.g., prime factorization, greatest common factor, least common multiple). If p and q are prime numbers and what is the value of (p + q)? A. 5 B. 7 C. 8 D. 9 B. This question requires the examinee to apply the principles of basic number theory (e.g., prime factorization, greatest common factor, least common multiple). The variables can be isolated by multiplying both sides of the equation by 50q 3, which yields 200 = p 2 q 3. If p and q are both prime, then p 2 q 3 is the prime factorization of 200. Since 200 = 25 8 = , and 5 and 2 are both primes, p must be 5 and q must be 2, so p + q = = 7. 5

8 Content Domain II: Patterns, Algebra, and Functions Competencies: 0004 Understand relations and functions. Demonstrate knowledge of relations and functions and their applications. Perform operations with functions, including compositions and inverses. Analyze characteristics of functions. Interpret different representations of functions. Which of the following equations represents the inverse of y =? A. y = B. y = C. y = D. y = B. This question requires the examinee to perform operations with functions, including compositions and inverses. To find the inverse of a function of the form y = f(x), the original equation is rearranged by solving it for x as a function of y: y = y(1 + 3x) = 6x 4 y + 3xy = 6x 4 y + 4 = 6x 3xy y + 4 = x(6 3y) x =. Exchanging the variables x and y results in the inverse function f 1, y = 0005 Understand linear, quadratic, and higher-order polynomial functions. Analyze the relationship between a linear, quadratic, or higher-order polynomial function and its graph. Solve linear and quadratic equations and inequalities using a variety of methods. Solve systems of linear equations or inequalities using a variety of methods. Solve higher-order polynomial equations and inequalities in one and two variables. Analyze the characteristics of linear, quadratic, and higher-order polynomial equations. Analyze real-world problems involving linear, quadratic, and higher-order polynomial functions. 6

9 Order 1 Order 2 Order 3 soft drink large pizza garlic bread Total Cost \$19.62 \$34.95 \$16.50 Given the table of orders and total costs above, and that there is a solution to the problem, which of the following matrix equations could be used to find d, p, and g, the individual prices for a soft drink, a large pizza, and garlic bread respectively? A. B. C. D. D. This question requires the examinee to solve systems of linear equations or inequalities using a variety of methods. The system of linear equations can be solved using matrices. Each order can be expressed as an equation, with all three equations written with the variables in the same sequence. The first order is represented by the equation 4d + p + g = 19.62, the second order by 6d + 2p + g = 34.95, and the third order by 3d + p = The rows of the left-hand matrix contain the coefficients of d, p, and g for each equation: (4 1 1), (6 2 1), and (3 1 0). The middle matrix contains the variables, d, p, g. The right-hand matrix vertically arranges the constants of the equations. 7

10 0006 Understand exponential and logarithmic functions. Apply the laws of exponents and logarithms. Analyze the relationship between exponential and logarithmic functions. Analyze exponential and logarithmic functions and their graphs. Analyze real-world problems involving exponential and logarithmic functions. Which of the following is equivalent to the equation? A. 3x 2y = B. x 3 y 2 = C. = D. = C. This question requires the examinee to apply the laws of exponents and logarithms. Nlog a M = log a M N 3log 10 x = log 10 x 3 and 2log 10 y = log 10 y 2. Log a M log a N log a log 10 x 3 log 10 y 2 = log 10. Since log a M = N is equivalent to a N = M, then log 10 = 17 is equivalent to = Understand rational, radical, absolute value, and piece-wise defined functions. Manipulate rational, radical, and absolute value expressions, equations, and inequalities. Analyze the relationship between a rational, radical, absolute value, or piece-wise defined function and its graph. Analyze rational, radical, absolute value, and piece-wise defined functions in terms of domain, range, and asymptotes. Analyze real-world problems involving rational, radical, absolute value, and piece-wise defined functions. 8

11 Which of the following represents the domain of the function f(x) =? A. B. C. D. B. This question requires the examinee to analyze rational, radical, absolute value, and piece-wise defined functions in terms of domain, range, and asymptotes. Unless otherwise specified, the domain of a function is the range of values for which the function has a real number value. A rational function must have a nonzero denominator, and solving the equation 3x + 1 = 0 yields x =. Thus this value must be excluded from the domain. The radical expression in the numerator must have a non-negative argument and solving the inequality 2x yields x. Putting these two results together results in x < or x >. The "or" represents the union of the two sets defined by the inequalities, or the union of the two intervals. 9

12 Content Domain III: Measurement and Geometry Competencies: 0008 Understand measurement principles and procedures. Analyze the use of various units and unit conversions within the customary and metric systems. Apply the concepts of similarity, scale factors, and proportional reasoning to solve measurement problems. Analyze precision, error, and rounding in measurements and computed quantities. Apply the concepts of perimeter, circumference, area, surface area, and volume to solve real-world problems. The shape of the letter B is designed as shown below, consisting of rectangles and semicircles. Which of the following formulas gives the area A of the shaded region as a function of its height h? A. A = h 2 B. A = h 2 C. A = h 2 D. A = h 2 10

13 A. This question requires the examinee to apply the concepts of perimeter, circumference, area, surface area, and volume to solve real-world problems. The total area of the letter B can be viewed as the area of an h rectangle plus the area of a circle with radius minus the area of a circle with radius, or +. This simplifies to + and further to h 2 and h 2 and h Understand Euclidean geometry in two and three dimensions. Demonstrate knowledge of axiomatic systems and of the axioms of non-euclidean geometries. Use the properties of polygons and circles to solve problems. Apply the Pythagorean theorem and its converse. Analyze formal and informal geometric proofs, including the use of similarity and congruence. Use nets and cross sections to analyze three-dimensional figures. 11

14 In the proof above, steps 2 and 4 are missing. Which of the following reasons justifies step 5? A. AAS B. ASA C. SAS D. SSS C. This question requires the examinee to analyze formal and informal geometric proofs, including the use of similarity and congruence. The side-angle-side (SAS) theorem can be used to show that ABC and CDA are congruent if each has two sides and an included angle that are congruent with two sides and an included angle of the other. In the diagram AB and DC are given as congruent, and the missing statement 2 is that AC is congruent to itself by the reflexive property of equality. The included angles BAC and DCA are congruent because they are alternate interior angles constructed by the transversal AC that crosses the parallel line segments AB and DC. Thus ABC and CDA meet the requirements for using SAS to prove congruence. 12

15 0010 Understand coordinate and transformational geometry. Analyze two- and three-dimensional figures using coordinate systems. Apply concepts of distance, midpoint, and slope to classify figures and solve problems in the coordinate plane. Analyze conic sections. Determine the effects of geometric transformations on the graph of a function or relation. Analyze transformations and symmetries of figures in the coordinate plane. The vertices of triangle ABC are A( 5, 3), B(2, 2), and C( 1, 5). Which of the following is the length of the median from vertex B to side AC? A. 4 B. C. D. C. This question requires the examinee to apply concepts of distance, midpoint, and slope to classify figures and solve problems in the coordinate plane. The midpoint of side AC where its median intersects is computed as = ( 3, 1). The distance from B(2, 2) to ( 3, 1) is computed as d =. 13

16 Content Domain IV: Trigonometry and Calculus Competencies: 0011 Understand trigonometric functions. Apply trigonometric functions to solve problems involving distance and angles. Apply trigonometric functions to solve problems involving the unit circle. Manipulate trigonometric expressions and equations using techniques such as trigonometric identities. Analyze the relationship between a trigonometric function and its graph. Use trigonometric functions to model periodic relationships. Which of the following are the solutions to 2 sin 2 = cos + 1 for 0 < 2? A. B. C. D. B. This question requires the examinee to manipulate trigonometric expressions and equations using techniques such as trigonometric identities. Since sin 2 = 1 cos 2, 2 sin 2 = cos + 1 2(1 cos 2 ) = cos cos 2 + cos 1 = 0 (2 cos 1)(cos +1) = 0 cos = or cos = 1. Thus for 0 < 2, =,, or Understand differential calculus. Evaluate limits. Demonstrate knowledge of continuity. Analyze the derivative as the slope of a tangent line and as the limit of the difference quotient. Calculate the derivatives of functions (e.g., polynomial, exponential, logarithmic). Apply differentiation to analyze the graphs of functions. Apply differentiation to solve real-world problems involving rates of change and optimization. 14

17 If f(x) = 3x 4 8x 2 + 6, what is the value of? A. 4 B. 1 C. 1 D. 4 A. This question requires the examinee to analyze the derivative as the slope of a tangent line and as the limit of the difference quotient. The limit expression is equivalent to the derivative f'(1). Since it is much easier to evaluate the derivative of a polynomial, this is preferred over evaluating the limit expression. f'(x)= 12x 3 16x, so f'(1) = = Understand integral calculus. Analyze the integral as the area under a curve and as the limit of the Riemann sum. Calculate the integrals of functions (e.g., polynomial, exponential, logarithmic). Apply integration to analyze the graphs of functions. Apply integration to solve real-world problems. A sum of \$2000 is invested in a savings account. The amount of money in the account in dollars after t years is given by the equation A = 2000e 0.05t. What is the approximate average value of the account over the first two years? A. \$2103 B. \$2105 C. \$2206 D. \$

18 A. This question requires the examinee to apply integration to solve real-world problems. The average value of a continuous function f(x) over an interval [a, b] is f(x)dx. Since the independent variable t represents the number of years, the average daily balance over 2 years will be of the integral of the function evaluated from 0 to 2: ½ 2000e 0.05t dt = (e 0.1 1)

19 Content Domain V: Statistics, Probability, and Discrete Mathematics Competencies: 0014 Understand principles and techniques of statistics. Use appropriate formats for organizing and displaying data. Analyze data in a variety of representations. Analyze the use of measures of central tendency and variability. Analyze the effects of bias and sampling techniques. Which of the following statements describes the set of data represented by the histogram below? A. The mode is equal to the mean. B. The mean is greater than the median. C. The median is greater than the range. D. The range is equal to the mode. B. This question requires the examinee to analyze data in a variety of representations. The mean can be calculated as [10(1) + 30(2) + 50(3) + 30(4) + 20(5) + 10(6) + 10(7)] 160 = The median is the 50th percentile, which is 3. The mode is the most frequent value, which is 3. The range is 7 1 = 6. Thus "the mean is greater than the median" is the correct response Understand principles and techniques of probability. Determine probabilities of simple and compound events and conditional probabilities. Use counting principles to calculate probabilities. 17

20 Use a variety of graphical representations to calculate probabilities. Select simulations that model real-world events. Analyze uniform, binomial, and normal probability distributions. The heights of adults in a large group are approximately normally distributed with a mean of 65 inches. If 20% of the adult heights are less than 62.5 inches, what is the probability that a randomly chosen adult from this group will be between 62.5 inches and 67.5 inches tall? A. 0.3 B. 0.4 C. 0.5 D. 0.6 D. This question requires the examinee to analyze uniform, binomial, and normal probability distributions. A normal distribution is symmetric about the mean. Thus if 20% of the heights are less than 62.5 inches (2.5 inches from the mean), then 20% of the heights will be greater than 67.5 inches (also 2.5 inches from the mean). Thus 100% (20% + 20%) = 60% and the probability is 0.6 that the adult will be between 62.5 and 67.5 inches tall Understand principles of discrete mathematics. Apply concepts of permutations and combinations to solve problems. Analyze sequences and series including limits and recursive definitions. Perform operations on matrices and vectors. Apply set theory to solve problems. Five different algebra textbooks, two different calculus textbooks, and four different geometry textbooks are to be arranged on a shelf. How many different arrangements are possible if the books of each subject must be kept together? A. B. C. D. 18

21 C. This question requires the examinee to apply concepts of permutations and combinations to solve problems. If the books in each of the 3 subjects must be kept together, then the number of ways the groups of books can be arranged by subject is represented by 3!. If there are n books within a subject, the number of ways the books can be arranged is n!. Thus the algebra books can be arranged in 5! different ways, the calculus books can be arranged in 2! different ways, and the geometry books can be arranged in 4! different ways. Since there is independence between the different arrangements computed, the total number of ways the books can be arranged is the product of all the factorials 3! 5! 2! 4! which is equivalent to 5! 2! 4! 3!. 19

22

Range of Competencies

MATHEMATICS l. Content Domain Range of Competencies Mathematical Processes and Number Sense 0001 0003 19% ll. Patterns, Algebra, and Functions 0004 0007 24% lll. Measurement and Geometry 0008 0010 19%

MATHEMATICS (MIDDLE GRADES AND EARLY SECONDARY)

MATHEMATICS (MIDDLE GRADES AND EARLY SECONDARY) l. Content Domain Mathematical Processes and Number Sense Range of Competencies Approximate Percentage of Test Score 0001 0003 24% ll. Patterns, Algebra,

Missouri Educator Gateway Assessments DRAFT

Missouri Educator Gateway Assessments FIELD 023: MATHEMATICS January 2014 DRAFT Content Domain Range of Competencies Approximate Percentage of Test Score I. Numbers and Quantity 0001 0002 14% II. Patterns,

Missouri Educator Gateway Assessments

Missouri Educator Gateway Assessments June 2014 Content Domain Range of Competencies Approximate Percentage of Test Score I. Number and Operations 0001 0002 19% II. Algebra and Functions 0003 0006 36%

Middle Grades Mathematics (203) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s).

Common Core Edition Table of Contents ALGEBRA 1 Chapter 1 Foundations for Algebra 1-1 Variables and Expressions 1-2 Order of Operations and Evaluating Expressions 1-3 Real Numbers and the Number Line 1-4

9-12 Mathematics Vertical Alignment ( )

Algebra I Algebra II Geometry Pre- Calculus U1: translate between words and algebra -add and subtract real numbers -multiply and divide real numbers -evaluate containing exponents -evaluate containing

How well do I know the content? (scale 1 5)

Page 1 I. Number and Quantity, Algebra, Functions, and Calculus (68%) A. Number and Quantity 1. Understand the properties of exponents of s I will a. perform operations involving exponents, including negative

Content Guidelines Overview

Content Guidelines Overview The Pearson Video Challenge is open to all students, but all video submissions must relate to set of predetermined curriculum areas and topics. In the following pages the selected

MIDDLE GRADES MATHEMATICS Content Domain Range of Competencies l. Number Sense and Operations 0001 0002 17% ll. Algebra and Functions 0003 0006 33% lll. Measurement and Geometry 0007 0009 25% lv. Statistics,

OKLAHOMA SUBJECT AREA TESTS (OSAT )

CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS (CEOE ) OKLAHOMA SUBJECT AREA TESTS (OSAT ) October 2005 Subarea Range of Competencies I. Mathematical Processes and Number Sense 01 04 II. Relations,

Prentice Hall Geometry (c) 2007 correlated to American Diploma Project, High School Math Benchmarks

I1.1. Add, subtract, multiply and divide integers, fractions and decimals. I1.2. Calculate and apply ratios, proportions, rates and percentages to solve problems. I1.3. Use the correct order of operations

T a b l e o f C o n t e n t s

T a b l e o f C o n t e n t s C O M P E T E N C Y 1 KNOWLEDGE OF ALGEBRA... 1 SKILL 1.1: Apply the properties of real numbers: closure, commutative, associative, distributive, transitive, identities, and

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

Algebra II Crosswalk. Red font indicates a passage that is not addressed in the compared sets of standards.

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

Mathematics AKS

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

Introductory Chapter(s)

Course 1 6 11-12 years 1 Exponents 2 Sequences Number Theory 3 Divisibility 4 Prime Factorization 5 Greatest Common Factor Fractions and Decimals 6 Comparing and Ordering Fractions 7 Comparing and Ordering

ILLINOIS CERTIFICATION TESTING SYSTEM

ILLINOIS CERTIFICATION TESTING SYSTEM November 2003 Illinois Certification Testing System November 2003 Subarea Range of Objectives I. Processes and Applications 01 03 II. Number Sense and Measurement

Mathematics. Pre Algebra

Mathematics Pre Algebra Tools for Algebra & Geometry Use Problem Solving Strategies Use the Order of Operation to compute real numbers Evaluate expressions containing variables Write algebraic expression

ILLINOIS LICENSURE TESTING SYSTEM

ILLINOIS LICENSURE TESTING SYSTEM FIELD 115: MATHEMATICS November 2003 Illinois Licensure Testing System FIELD 115: MATHEMATICS November 2003 Subarea Range of Objectives I. Processes and Applications 01

Test at a Glance (formerly known as the Praxis II) Test Breakdown

* Subject Assessments: Mathematics (5161) Test at a Glance (formerly known as the Praxis II) The following information was retrieved from the ETS website. It includes information regarding material for

Mathematics 6 12 Section 26

Mathematics 6 12 Section 26 1 Knowledge of algebra 1. Identify graphs of linear inequalities on a number line. 2. Identify graphs of linear equations and inequalities in the coordinate plane. 3. Identify

OKLAHOMA SUBJECT AREA TESTS (OSAT )

CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS (CEOE ) OKLAHOMA SUBJECT AREA TESTS (OSAT ) FIELD 125: MIDDLE LEVEL/INTERMEDIATE MATHEMATICS September 2016 Subarea Range of Competencies I. Number Properties

Algebra 2. Curriculum (384 topics additional topics)

Algebra 2 This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence to meet curricular needs.

MATH Spring 2010 Topics per Section

MATH 101 - Spring 2010 Topics per Section Chapter 1 : These are the topics in ALEKS covered by each Section of the book. Section 1.1 : Section 1.2 : Ordering integers Plotting integers on a number line

Integrated Math 3 Math 3 Course Description:

Course Description: Integrated Math 3 Math 3 Course Description: Integrated strands include algebra, functions, geometry, trigonometry, statistics, probability and discrete math. Scope and sequence includes

Correlation of 2012 Texas Essential Knowledge and Skills (TEKS) for Algebra I and Geometry to Moving with Math SUMS Moving with Math SUMS Algebra 1

Correlation of 2012 Texas Essential Knowledge and Skills (TEKS) for Algebra I and Geometry to Moving with Math SUMS Moving with Math SUMS Algebra 1 ALGEBRA I A.1 Mathematical process standards. The student

Integrated Mathematics II

Integrated Mathematics II This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence to meet

PreCalculus. Curriculum (447 topics additional topics)

PreCalculus This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence to meet curricular needs.

Mathematics Scope and Sequence Louisburg USD #416 - Revisions Algebra 1 Geometry Algebra 2 Advanced Math/PreCalculus

Standard 1: Number and Computation Benchmark 1: Number Sense Whole numbers, parts of a whole Whole numbers, parts of a whole Reasonableness of numbers ematics Scope and Sequence 1.1.K.1 Knows, explains,

CME Project, Geometry 2009 Correlated to: Kentucky Core Content for Mathematics Assessment 4.1 (High School, Grade 11)

Number Properties and Operations High school students should enter high school with a strong background in rational numbers and numerical operations and expand this to real numbers. This becomes the foundation

Evaluate algebraic expressions for given values of the variables.

Algebra I Unit Lesson Title Lesson Objectives 1 FOUNDATIONS OF ALGEBRA Variables and Expressions Exponents and Order of Operations Identify a variable expression and its components: variable, coefficient,

MAP 2302 MAP 4103 MAE 3920 MAE 4360 MAS 4301 MAS Introduction to Abstract Algebra I. Introduction to Abstract Algebra

B.S. In Mathematics Florida A&M University MAC 2311 MAD 2120 MAC 2312 MAE 1920 MAC 2313 STA 2023 MHF 4202 MAE 2920 MAS 3105 MAP 2302 MAP 4103 MAS 4301 MAE 3920 MAE 4360 MTG 4212 MAS 4203 FTCE Skills &

Appendix C: Event Topics per Meet

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

Prentice Hall PreCalculus, 3rd Edition 2007, (Blitzer)

Prentice Hall PreCalculus, 3rd Edition 2007, (Blitzer) C O R R E L A T E D T O Number Properties and Operations High school students should enter high school with a strong background in rational numbers

Prentice Hall Intermediate Algebra, 5th Edition 2009 (Martin-Gay)

Prentice Hall Intermediate Algebra, 5th Edition 2009 (Martin-Gay) C O R R E L A T E D T O Number Properties and Operations High school students should enter high school with a strong background in rational

TEACHER CERTIFICATION EXAM 1.0 KNOWLEDGE OF ALGEBRA Identify graphs of linear inequalities on a number line...1

TABLE OF CONTENTS COMPETENCY/SKILL PG # 1.0 KNOWLEDGE OF ALGEBRA...1 1.1. Identify graphs of linear inequalities on a number line...1 1.2. Identify graphs of linear equations and inequalities in the coordinate

Algebra II Learning Targets

Chapter 0 Preparing for Advanced Algebra LT 0.1 Representing Functions Identify the domain and range of functions LT 0.2 FOIL Use the FOIL method to multiply binomials LT 0.3 Factoring Polynomials Use

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

Scope and Sequence: National Curriculum Mathematics from Haese Mathematics (7 10A)

Scope and Sequence: National Curriculum Mathematics from Haese Mathematics (7 10A) Updated 06/05/16 http://www.haesemathematics.com.au/ Note: Exercises in red text indicate material in the 10A textbook

CME Project, Algebra Correlated to: Illinois Math Assessment Frameworks (Grade 11)

Mathematics State Goal 6: Number Sense Grade 11 Standard 6A Representations and Ordering 6.11.01 Recognize, represent, order, compare real numbers, and locate real numbers on a number line (e.g., π, Ö

STAAR STANDARDS ALGEBRA I ALGEBRA II GEOMETRY

STANDARDS ALGEBRA I ALGEBRA II GEOMETRY STANDARDS ALGEBRA I TEKS Snapshot Algebra I (New TEKS 2015-16) Mathematical Process Standards A.1 Mathematical process standards. The student uses mathematical processes

Purposeful Design Publications. Intermediate Mathematics Series Scope and Sequence

Purposeful Design Publications Intermediate Mathematics Series Scope and Sequence All rights reserved, 2004 PO Box 35097 Colorado Springs, CO 80935-3509 800.367.0798 www.purposefuldesign.com I. NUMBER

Essential Academic Skills Subtest III: Mathematics (003)

Essential Academic Skills Subtest III: Mathematics (003) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education,

Prentice Hall Algebra Correlated to: Illinois Math Assessment Frameworks (Grade 11)

Mathematics State Goal 6: Number Sense Grade 11 Standard 6A Representations and Ordering 6.11.01 Recognize, represent, order, compare real numbers, and locate real numbers on a number line (e.g., π, Ö

ESSENTIALS OF LEARNING. Math 7. Math A MATH B. Pre-Calculus. Math 12X. Visual Basic

Three Viillllage Centtrall Schooll Diisttriictt ESSENTIALS OF LEARNING MATHEMATICS Math 7 Math A MATH B Pre-Calculus Math 12X Visual Basic The mission of the Three Village Central School District, in concert

hmhco.com Adaptive. Intuitive. Transformative. AGA Scope and Sequence

hmhco.com Adaptive. Intuitive. Transformative. AGA Algebra 1 Geometry Algebra 2 Scope and Sequence Number and Quantity The Real Number System (N-RN) Properties of exponents to rational exponents Properties

Saxon Advanced Mathematics Scope and Sequence

hmhco.com Saxon Advanced Mathematics Scope and Sequence Foundations Calculator Perform two-variable analysis Use graphing calculators Find roots of equations Solve systems of equations Exponentials and

Integrated Mathematics I, II, III 2016 Scope and Sequence

Mathematics I, II, III 2016 Scope and Sequence I Big Ideas Math 2016 Mathematics I, II, and III Scope and Sequence Number and Quantity The Real Number System (N-RN) Properties of exponents to rational

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

Prentice Hall Geometry 2011 Correlated to: Illinois Math Assessment Frameworks (Grade 11)

Mathematics State Goal 6: Number Sense Grade 11 Standard 6A Representations and Ordering 6.11.01 Recognize, represent, order, compare real numbers, and locate real numbers on a number line (e.g., π, Ö

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

MATH 8. Unit 1: Rational and Irrational Numbers (Term 1) Unit 2: Using Algebraic Properties to Simplify Expressions - Probability

MATH 8 Unit 1: Rational and Irrational Numbers (Term 1) 1. I CAN write an algebraic expression for a given phrase. 2. I CAN define a variable and write an equation given a relationship. 3. I CAN use order

MATH 7 HONORS. Unit 1: Rational and Irrational Numbers (Term 1) Unit 2: Using Algebraic Properties to Simplify Expressions - Probability

MATH 7 HONORS Unit 1: Rational and Irrational Numbers (Term 1) 1. I CAN write an algebraic expression for a given phrase. 2. I CAN define a variable and write an equation given a relationship. 3. I CAN

COMPETENCY 1.0 ALGEBRA TABLE OF CONTENTS SKILL 1.1 1.1a. 1.1b. 1.1c. SKILL 1.2 1.2a. 1.2b. 1.2c. ALGEBRAIC STRUCTURES Know why the real and complex numbers are each a field, and that particular rings are

Introductory Mathematics

Introductory Mathematics 1998 2003 1.01 Identify subsets of the real number system. 1.02 Estimate and compute with rational Grade 7: 1.02 numbers. 1.03 Compare, order, and convert among Grade 6: 1.03 fractions,

Check boxes of Edited Copy of Sp Topics (was 261-pilot)

Check boxes of Edited Copy of 10023 Sp 11 253 Topics (was 261-pilot) Intermediate Algebra (2011), 3rd Ed. [open all close all] R-Review of Basic Algebraic Concepts Section R.2 Ordering integers Plotting

Pre Algebra and Introductory Algebra

Pre Algebra and Introductory Algebra This course covers the topics outlined below and is available for use with integrated, interactive ebooks. You can customize the scope and sequence of this course to

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

Math Prep for College Physics

Math Prep for College Physics This course covers the topics outlined below. You can customize the scope and sequence of this course to meet your curricular needs. Curriculum (190 topics + 52 additional

MILLIS PUBLIC SCHOOLS

MILLIS PUBLIC SCHOOLS Curriculum Guide High School Math The Millis Public Schools Curriculum Guide highlights the Power Standards for each grade level, Grade 9 through Grade 12 for the Math department.

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

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

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

EXPLORE Score 9 th Grade. English College Algebra Mathematics Social Sciences Reading

Working with Your Curriculum in Mathematics and the ACT College & Career Readiness Standards T h i s d o c u m e n t p r o v i d e s y o u a n e x a m p l e o f h o w y o u r c u r r i c u l u m i n m

NEW YORK ALGEBRA TABLE OF CONTENTS CHAPTER 1 NUMBER SENSE & OPERATIONS TOPIC A: Number Theory: Properties of Real Numbers {A.N.1} PART 1: Closure...1 PART 2: Commutative Property...2 PART 3: Associative

Math Review for AP Calculus

Math Review for AP Calculus This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence to meet

Content Standard 1: Numbers, Number Sense, and Computation Place Value

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

College Algebra with Trigonometry

College Algebra with Trigonometry This course covers the topics outlined below. You can customize the scope and sequence of this course to meet your curricular needs. Curriculum (556 topics + 614 additional

Foundations of High School Math

Foundations of High School Math This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence to

Catchup Math and the Common Core Standards. Spring 2011

Catchup Math and the Common Core Standards Spring 2011 The Catchup Math curriculum addresses nearly all the Common Core Mathematics Standards for Grades 6 8 and High School (including most of the optional

Utah Math Standards for College Prep Mathematics

A Correlation of 8 th Edition 2016 To the A Correlation of, 8 th Edition to the Resource Title:, 8 th Edition Publisher: Pearson Education publishing as Prentice Hall ISBN: SE: 9780133941753/ 9780133969078/

Algebra 2. Curriculum (524 topics additional topics)

Algebra 2 This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence to meet curricular needs.

Algebra II. A2.1.1 Recognize and graph various types of functions, including polynomial, rational, and algebraic functions.

Standard 1: Relations and Functions Students graph relations and functions and find zeros. They use function notation and combine functions by composition. They interpret functions in given situations.

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 2 with Trigonometry Correlation of the ALEKS course Algebra 2 with Trigonometry to the Tennessee Algebra II Standards

Algebra 2 with Trigonometry Correlation of the ALEKS course Algebra 2 with Trigonometry to the Tennessee Algebra II Standards Standard 2 : Number & Operations CLE 3103.2.1: CLE 3103.2.2: CLE 3103.2.3:

Content Standard 1: Numbers, Number Sense, and Computation

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

Math Prep for Statics

Math Prep for Statics This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence to meet curricular

Basic Math. Curriculum (358 topics additional topics)

Basic Math This course covers the topics outlined below and is available for use with integrated, interactive ebooks. You can customize the scope and sequence of this course to meet your curricular needs.

Algebra 1 Correlation of the ALEKS course Algebra 1 to the Washington Algebra 1 Standards

Algebra 1 Correlation of the ALEKS course Algebra 1 to the Washington Algebra 1 Standards A1.1: Core Content: Solving Problems A1.1.A: Select and justify functions and equations to model and solve problems.

Quantile Textbook Report

Quantile Textbook Report Algebra 2 Author Charles, Randall I., et al StateEdition West Virginia Grade Algebra 2 1 Expressions, Equations, and Inequalities 1.1 Patterns and Expressions 930Q 1.2 Properties

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

General and Specific Learning Outcomes by Strand Applied Mathematics

General and Specific Learning Outcomes by Strand Applied Mathematics Number Develop number sense. Develop number sense. Specific Learning Outcomes Specific Learning Outcomes Specific Learning Outcomes

Instructional Units Plan Algebra II

Instructional Units Plan Algebra II This set of plans presents the topics and selected for ACT s rigorous Algebra II course. The topics and standards are arranged in ten units by suggested instructional

DESK Secondary Math II

Mathematical Practices The Standards for Mathematical Practice in Secondary Mathematics I describe mathematical habits of mind that teachers should seek to develop in their students. Students become mathematically

NFC ACADEMY COURSE OVERVIEW Algebra II Honors is a full-year, high school math course intended for the student who has successfully completed the prerequisite course Algebra I. This course focuses on algebraic

Pre Algebra. Curriculum (634 topics)

Pre Algebra This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence to meet curricular needs.

Histogram, cumulative frequency, frequency, 676 Horizontal number line, 6 Hypotenuse, 263, 301, 307

INDEX A Abscissa, 76 Absolute value, 6 7, 55 Absolute value function, 382 386 transformations of, reflection, 386 scaling, 386 translation, 385 386 Accuracy, 31 Acute angle, 249 Acute triangle, 263 Addition,

Secondary 1 - Secondary 3 CCSS Vocabulary Word List Revised Vocabulary Word Sec 1 Sec 2 Sec 3 absolute value equation

Vocabulary Word Sec 1 Sec 2 Sec 3 absolute value equation (optional) absolute value function absolute value inequality (optional) acute angle addition rule algebraic representation alternate exterior angles

Catholic Central High School

Catholic Central High School Course: Basic Algebra 2 Department: Mathematics Length: One year Credit: 1 Prerequisite: Completion of Basic Algebra 1 or Algebra 1, Basic Plane Geometry or Plane Geometry,

Prentice Hall Mathematics, Geometry 2009 Correlated to: Connecticut Mathematics Curriculum Framework Companion, 2005 (Grades 9-12 Core and Extended)

Grades 9-12 CORE Algebraic Reasoning: Patterns And Functions GEOMETRY 2009 Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies. 1.1