Honors Integrated Algebra/Geometry 3 Critical Content Mastery Objectives Students will:
|
|
- Roy Harris
- 6 years ago
- Views:
Transcription
1 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 exponential expressions using a variety of methods. Computation Solve mathematical problems involving exponents and roots. Ability to use exponential E/S A E/S A1, D2 Addressed in Int. 1, Int. 2 Section 5.1 November 15, 2007 Page 1 of 13 Douglas County School District
2 growth and decay functions to model situations Ability to model situations with base e Ability to solve problems with negative exponents Ability to solve problems with fractional exponents and radicals Ability to graph inverse functions Ability to evaluate logarithmic functions Ability to use properties of logarithms to solve problems Ability to solve real-life problems with exponential and logarithmic equations Ability to solve rational equations Ability to calculate with rational exponents Ability to add, subtract, graph and analyze rational expressions Ability to multiply and divide with exponents Ability to multiply and simplify radical expressions Ability to add, subtract, multiply, divide, and rationalize denominators of radical expressions Perform addition, subtraction, and scalar multiplication on matrices. Section 5.2 Section 5.3 Section 5.4 Section 5.5 Section 5.6 Section 5.7 Section 5.8 Algebra 2, Section 8.6 Section 5.3 Algebra 2, Sections 8.4, 8.5 Algebra 2, Section 5.1 Algebra 2, Section 6.2 Algebra 2, Section 6.2 Addressed in Int. 2 Solving Problems and Number Theory Identify and apply real number properties to solve problems I/S A1, A3, E2 Addressed in Int. 1, Int. 2 November 15, 2007 Page 2 of 13 Douglas County School District
3 Content Standard 2: Patterns Functions, and Algebra Patterns Use algebraic expressions to identify and describe the n th term of a sequence E/S E1, E5 Ability to describe patterns, continue patterns graph sequences, and find apparent limits Ability to identify arithmetic and geometric sequences Ability to find sum of finite arithmetic series Ability to find sum of finite geometric series Ability to find sum of infinite geometric series Variables and Unknowns Isolate any variable in given equations, inequalities, proportions, and formulas to use in mathematical and practical situations E/S A1, B2, E2, E3 Section 4.1 Section 4.4 Section 4.5 Section 4.6 Section 4.7 Addressed in Int. 1, Int. 2 Number Sentences, Expressions, and Polynomials Add, subtract, multiply, and factor 1 st and 2 nd degree polynomials connecting the arithmetic and algebraic processes I/S Ability to recognize, evaluate and graph polynomial functions Ability to multiply polynomials Ability to factor trinomials and the difference of two squares by grouping a polynomial of four or more Section 2.5 Algebra 2, section 5.3 Algebra 2, sections 4.3, 4.4, 5.4 November 15, 2007 Page 3 of 13 Douglas County School District
4 terms. Ability to solve equations using factoring Algebra 2, section 5.4 Simplify algebraic expressions, including exponents and radicals. Ability to simplify rational expressions, multiply rational expressions, and divide rational expressions Ability to simplify complex rational expressions Ability to simplify expressions with integer exponents Algebra 2, Section 8.4 Algebra 2, Section 8.5 Algebra 2, Section 5.1 Relations and Functions Determine the domain and range of functions, including linear, quadratic, and absolute value, algebraically and graphically E/S Ability to recognize and use functions Ability to use linear functions to describe situations and ability to find domain and range of linear functions Ability to associate functions with graphs. Ability to relate periodic functions to the real world Ability to apply the characteristics of sine and cosine functions and graphs Ability to transform sine and cosine graphs Ability to use sine and cosine functions to model realworld data Section 2.1 Section 2.2 Section 10.1 Section 10.2 Section 10.3 Section 10.4 Section 10.5 November 15, 2007 Page 4 of 13 Douglas County School District
5 Solve absolute value equations and inequalities both algebraically and graphically. Ability to use piecewise functions and absolute value functions Section 2.3 Linear Equations and Inequalities Solve systems of two linear equations algebraically and graphically and verify solutions (with and without technology) I/S Ability to use graphs and equations to model situations and to find break-even point using graph and algebra Ability to solve problems using systems of equations Ability to solve real-life problems by maximizing and minimizing Ability to use systems of inequalities to model and solve real-world linear programming problems Section 1.4 Section 1.5 Section 1.7 Section 1.8 Algebraic Representations and Applications Solve mathematical and practical problems involving linear and quadratic equations with a variety of methods, including discrete methods (with and without technology) E/S E6 Ability to use quadratic functions to describe situations Ability to solve radical equations, and graph and Section 2.4 Section 2.6, Algebra 2, section, 6.6 November 15, 2007 Page 5 of 13 Douglas County School District
6 interpret radical functions, with and without technology Ability to solve rational equations, and graph and interpret rational functions, with and without technology Ability to combine functions Section 2.7, Algebra 2, section 8.6 Section 2.8 Content Standard 3: Measurement Comparison, Estimation, and Conversion Estimate and convert between customary and metric systems. Precision in Measurements I/L B3, F5 Addressed in Int. 1 Justify, communicate, and differentiate between precision, error, and tolerance in practical problems I/S Addressed in Int. 1, 1C Formulas Select and use appropriate measurement tools, techniques, and formulas to solve problems in mathematical and practical situations E/S B2, D1 Ability to use explicit formulas for sequences Ability to use recursive formulas for sequences Section 4.2 Section 4.3 Money Interpret and apply consumer data presented in charts, tables, and graphs to make informed financial decisions related to practical applications E/S C4 Addressed in Int. 1, Consumer Math November 15, 2007 Page 6 of 13 Douglas County School District
7 Ratios and Proportions Determine the measure of unknown dimensions, angles, areas, and volumes using relationships and formulas to solve problems I/S D1 Addressed in Int. 1, 2 Time Content Standard 4: Spatial Relationships, Geometry, and Logic Two Dimensional Shapes Identify and use the parts of a circle to solve mathematical and practical problems E/S D1, D3 Ability to examine relationships between inscribed polygons and circles Ability to examine relationships between inscribed angles and arcs of circles Ability to examine properties of tangents to circles Ability to examine relationships between circumscribed polygons and circles Section 3.5 Section 3.6 Section 3.7 Section 3.8 Identify and apply properties of interior and exterior angles of polygons to solve mathematical and practical problems. Ability to use formulas to find sum of interior angles of polygons, and sum of Section 3.4 November 15, 2007 Page 7 of 13 Douglas County School District
8 exterior angles of polygons Congruence, Similarity, and Transformations Apply properties of similarity through right triangle trigonometry to find missing angles and sides E/S D1, E2, E6 Addressed in Int. 1, Int. 2 Coordinate Geometry and Lines of Symmetry Three Dimensional Figures Algebraic Connections Determine the slope of lines using coordinate geometry and algebraic techniques. Identify parallel, perpendicular, and intersecting lines by slope. Graph linear equations and find possible solutions to those equations using coordinate geometry. Find possible solution sets of systems of equations whose slopes indicate parallel, perpendicular, or intersecting lines. Lines, Angles, and their Properties E/S E1, E4, E5, E6 Addressed in Int. 1, Int. 2 Solve problems using complementary and supplementary angles, congruent angles, vertical angles, angles formed when parallel lines are cut by a transversal and angles in polygons I/S A4, B1, D1 Addressed in 8 th grade Pre- Integrated Math, Consumer Math, Int. 2 November 15, 2007 Page 8 of 13 Douglas County School District
9 Triangles Apply the Pythagorean Theorem and its converse in mathematical and practical situations I/S D1, D2, E2, E6 Addressed in Int. 1 Constructions Solve problems by drawing and/or constructing geometric figures to demonstrate geometric relationships. Logic Ability to use polar coordinates to indicate points Ability to convert from polar to rectangular coordinates Ability to use vectors to solve problems Ability to translate graphs Ability to stretch graphs Ability to reflect graphs Formulate, evaluate, and justify arguments using inductive and deductive reasoning in mathematical and practical situations. Ability to find relationships between implications and their converses, inverses, and contrapositives Ability to write coordinate proof Ability to write clear definitions Content Standard 5: Data Analysis Data Collection and Organization W/L A4, B2, D1, E I/S D2 Section 8.1 Section 8.2 Sections 8.3, 8.4 Section 9.2 Section 9.4 Section 9.7 Section 3.1 Section 3.2 Section 3.3 November 15, 2007 Page 9 of 13 Douglas County School District
10 Organize statistical data through the use of tables, graphs, and matrices (with and without technology) E/S C4, C5 Addressed in Int. 1, Int. 2 Central Tendency and Data Distribution Select and apply appropriate statistical measures in mathematical and practical situations I/S C1, C2 Ability to recognize the effect of adding a constant to data values Ability to recognize the effect of multiplying data values by a constant Ability to recognize the effects of multiple transformations on data sets and graphs Section 9.1 Section 9.3 Section 9.5 Interpretation of Data Distinguish between a sample and a census (population) E/S C2, C4, C5 Addressed in 8 th grade Pre- Integrated Math Identify sources of bias and their effect on data representations and statistical conclusions. Addressed in Int. 1 Use the shape of a normal distribution to compare and analyze data from a sample. Ability to standardize data Section 9.6 Permutations and Combinations Apply permutations and combinations to mathematical and I/S Addressed in Int. 2 November 15, 2007 Page 10 of 13 Douglas County School District
11 practical situations, including the Fundamental Counting Principle. Experimental and Theoretical Probability Determine the probability of an event with and without replacement using sample spaces I/S C3 Addressed in Consumer Math Prep Section, Int. 2 Design, conduct, analyze, and effectively communicate the results of multi-stage probability experiments. Statistical Inferences Design, construct, analyze, and select an appropriate type of graphical representation to communicate the results of a statistical experiment. Formulate and justify inferences based on a valid data sample I/L C4 Addressed in Int. 1 Process Standard: Problem Solving 9-12 Formulate their own problems Find solutions to problems from everyday situations Develop and apply strategies to solve a variety of problems Integrate mathematical reasoning, communication and connections Generalize solutions and apply previous knowledge to new problem solving situations. Determine an efficient strategy, verify, interpret, and evaluate the results with respect to the original problem. Apply problem solving strategies until a solution is found it is clear that no solution exists. Interpret and solve a variety of mathematical problems by paraphrasing. Identify necessary and extraneous information. Check the reasonableness of a solution. Apply technology as a tool in problem solving situations. Apply combinations of proven strategies and previous knowledge to solve non-routine problems. November 15, 2007 Page 11 of 13 Douglas County School District
12 Process Standard: Mathematical Communication 9-12 Translate information into mathematical language and symbols Process information mathematically Present results in written, oral, and visual formats Discuss and exchange ideas about mathematics as a part of learning Read a variety of fiction and nonfiction texts to learn about mathematics Use mathematical notation to communicate and explain problems Use a variety of techniques to solve mathematical problems. Evaluate written and oral presentations in mathematics. Model and explain mathematical relationships using oral, written, graphic, and algebraic methods. Communicate and evaluate mathematical thinking based on the use of definitions, properties, rules, and symbols in problem solving. Use everyday language, both orally and in writing, to communicate strategies and solutions to mathematical problems. Process Standard: Mathematical Reasoning 9-12 Reinforce and extend their logical reasoning abilities Reflect on, clarify, and justify their thinking Ask questions to extend their thinking Use patterns and relationships to analyze mathematical situations Determine relevant, irrelevant, and /or sufficient information to solve mathematical problems. Recognize and apply deductive and inductive reasoning. Review and refine the assumptions and steps used to derive conclusions in mathematical arguments. Make and test conjectures about algebraic and geometric properties based on mathematical principles. Justify the validity of an argument. Construct a valid argument. Process Standard: Mathematical Connections 9-12 Link new concepts to prior knowledge Identify relationships between content strands Integrate mathematics with other disciplines. Allow the flexibility to approach problems in a variety of ways within and beyond the field of mathematics. Use mathematical ideas from one area of mathematics to explain an idea from another area of mathematics. Explain the relationships between concepts and procedures. November 15, 2007 Page 12 of 13 Douglas County School District
13 Use the connections among mathematical topics to develop multiple approaches to problems. Apply mathematical thinking and modeling to solve problems that arise in other disciplines, such as rhythm in music and motion in science. Identify, explain, and apply mathematics in everyday life. November 15, 2007 Page 13 of 13 Douglas County School District
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
More informationContent 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
More informationIntegrated Math 2 Textbook mastery level:
, *Ability to demonstrate mastery of all skills covered in Toolboxes and Units 1 10 of Integrated 1 Book use a histogram and frequency table make a stem-and-leaf plot find mean, median mode, and range
More information9th and 10th Grade Math Proficiency Objectives Strand One: Number Sense and Operations
Strand One: Number Sense and Operations Concept 1: Number Sense Understand and apply numbers, ways of representing numbers, the relationships among numbers, and different number systems. Justify with examples
More informationCME 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
More informationIntegrated 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
More informationPrentice 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
More informationPrentice 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
More informationCorrelation 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
More informationIntegrated Math II Performance Level Descriptors
Limited Integrated Math II Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Integrated Math II. A student at this
More informationPre AP Algebra. Mathematics Standards of Learning Curriculum Framework 2009: Pre AP Algebra
Pre AP Algebra Mathematics Standards of Learning Curriculum Framework 2009: Pre AP Algebra 1 The content of the mathematics standards is intended to support the following five goals for students: becoming
More information1. Create, solve, or interpret linear equations in one variable. Algebra 1 Unit Create, solve, or interpret linear inequalities in one variable
SAT Content Standards correlated with Connecticut Core Mathematics Curricula: Algebra 1, Geometry, and Algebra. Content Dimension Description Place in Curriculum 1. Create, solve, or interpret linear equations
More informationRegion 16 Board of Education. Precalculus Curriculum
Region 16 Board of Education Precalculus Curriculum 2008 1 Course Description This course offers students an opportunity to explore a variety of concepts designed to prepare them to go on to study calculus.
More informationT 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
More informationAlgebra I Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards page 1 of 17
Algebra I Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards page 1 of 17 Algebra I Transition to New TN Mathematics Standards Algebra I Mathematical Processes New
More informationMILLIS 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.
More informationMathematics 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
More informationCurriculum Catalog
2017-2018 Curriculum Catalog 2017 Glynlyon, Inc. Table of Contents INTEGRATED MATH I COURSE OVERVIEW... 1 UNIT 1: FOUNDATIONS OF ALGEBRA... 1 UNIT 2: THE LANGUAGE OF ALGEBRA... 2 UNIT 3: GEOMETRY... 2
More informationSecondary Honors Algebra II Objectives
Secondary Honors Algebra II Objectives Chapter 1 Equations and Inequalities Students will learn to evaluate and simplify numerical and algebraic expressions, to solve linear and absolute value equations
More information1 ** The performance objectives highlighted in italics have been identified as core to an Algebra II course.
Strand One: Number Sense and Operations Every student should understand and use all concepts and skills from the pervious grade levels. The standards are designed so that new learning builds on preceding
More informationTEACHER 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
More informationAlgebra 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
More informationMathematics 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
More informationPrentice 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
More informationMATHEMATICS. ALGEBRA I: two semesters, two credits
MATHEMATICS The mathematics curriculum is very broad and flexible. The program that is right for each student depends on his/her interests, abilities, and future educational/vocational plans. MATHEMATICS
More informationSTAAR 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
More information9-12 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
More informationHow 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
More informationOKLAHOMA 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,
More informationOKLAHOMA 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
More informationOhio Department of Education Academic Content Standards Mathematics Detailed Checklist ~Grade 9~
Ohio Department of Education Academic Content Standards Mathematics Detailed Checklist ~Grade 9~ Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding
More informationMIDLAND ISD ADVANCED PLACEMENT CURRICULUM STANDARDS. ALGEBRA l
(1) Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways. The (A) describe independent and dependent
More informationUse estimation strategies reasonably and fluently while integrating content from each of the other strands. PO 1. Recognize the limitations of
for Strand 1: Number and Operations Concept 1: Number Sense Understand and apply numbers, ways of representing numbers, and the relationships among numbers and different number systems. PO 1. Solve problems
More informationCommon Core Edition Table of Contents
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
More informationAlgebra 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.
More informationALGEBRA 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
More informationBUILT YOU. ACT Pathway. for
BUILT for YOU 2016 2017 Think Through Math s is built to equip students with the skills and conceptual understandings of high school level mathematics necessary for success in college. This pathway progresses
More informationIntegrated 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
More informationRevised College and Career Readiness Standards for Mathematics
Revised College and Career Readiness Standards for Mathematics I. Numeric Reasoning II. A. Number representations and operations 1. Compare relative magnitudes of rational and irrational numbers, [real
More informationMATHEMATICS (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,
More informationSTEM-Prep Pathway SLOs
STEM-Prep Pathway SLOs Background: The STEM-Prep subgroup of the MMPT adopts a variation of the student learning outcomes for STEM from the courses Reasoning with Functions I and Reasoning with Functions
More informationRange 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%
More informationACT Course Standards Algebra II
ACT Course Standards Algebra II A set of empirically derived course standards is the heart of each QualityCore mathematics course. The ACT Course Standards represent a solid evidence-based foundation in
More informationContent 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
More informationRight Triangles And Trigonometery
Big Idea: Number Properties and Operations Academic Expectations 2.7 Students understand number concepts and use numbers appropriately and accurately. 2.8 Students understand various mathematical procedures
More informationPennsylvania Academic Standards for Mathematics Grade 11
correlated to the Pennsylvania Academic Standards for Mathematics Grade 11 1/2003 2001 Algebra 1: Concepts and Skills 2001 correlated to the Pennsylvania Academic Standards for Mathematics Grade 11 2.1
More informationMathematics: Essential Learning Expectations: 9 th -12th Grade:
Mathematics: Essential Learning Expectations: 9 th -12th Grade: Content Standard 1: Number Sense and Operation A student, applying reasoning and problem solving, will use number sense and operations to
More informationArizona Mathematics Standards Articulated by Grade Level (2008) for College Work Readiness (Grades 11 and 12)
Strand 1: Number and Operations Concept 1: Number Sense Understand and apply numbers, ways of representing numbers, and the relationships among numbers and different number systems. College Work Readiness
More informationby Jerald Murdock, Ellen Kamischke, and Eric Kamischke An Investigative Approach
Number and Operations Understand numbers, ways of representing numbers, relationships among numbers, and number systems develop a deeper understanding of very large and very small numbers and of various
More informationAlgebra I. CORE TOPICS (Key Concepts & Real World Context) UNIT TITLE
CHAPTER 1 Using variables Exponents and Order of Operations Exploring real numbers Adding real numbers Subtracting real numbers Multiplying and dividing real numbers The Distributive Property Properties
More informationI. 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
More informationPrentice Hall: Algebra 2 with Trigonometry 2006 Correlated to: California Mathematics Content Standards for Algebra II (Grades 9-12)
California Mathematics Content Standards for Algebra II (Grades 9-12) This discipline complements and expands the mathematical content and concepts of algebra I and geometry. Students who master algebra
More informationContents. 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
More informationHawai`i Post-Secondary Math Survey -- Content Items
Hawai`i Post-Secondary Math Survey -- Content Items Section I: Number sense and numerical operations -- Several numerical operations skills are listed below. Please rank each on a scale from 1 (not essential)
More informationCourse Outcome Summary
Course Information: Algebra 2 Description: Instruction Level: 10-12 Total Credits: 2.0 Prerequisites: Textbooks: Course Topics for this course include a review of Algebra 1 topics, solving equations, solving
More informationAlgebra 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
More informationInstructional 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
More informationWest Windsor-Plainsboro Regional School District Pre-Calculus Grades 11-12
West Windsor-Plainsboro Regional School District Pre-Calculus Grades 11-12 Unit 1: Solving Equations and Inequalities Algebraically and Graphically Content Area: Mathematics Course & Grade Level: Pre Calculus,
More informationCURRICULUM PACING GUIDE ALG. II WITH TRIG (GRADES 10-12) 1st Nine Weeks 1
b. Use a variety of strategies to set up and solve increasingly complex problems c. Represent data, real-world situations and solutions in increasingly complex contexts (e.g., expressions, formulas, tables,
More informationIntegrated 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
More informationESSENTIALS 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
More informationPrentice Hall Mathematics, Geometry 2009 Correlated to: Maine Learning Results 2007 Mathematics Grades 9-Diploma
A. NUMBER: Students use numbers in everyday and mathematical contexts to quantify or describe phenomena, develop concepts of operations with different types of numbers, use the structure and properties
More informationAlgebra 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
More informationGeneral 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
More informationMathematics 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,
More informationMath K-1 CCRS Level A Alignment College & Career Readiness Standards Version: April 2017
Math K-1 CCRS Level A Alignment Standard Math K Lessons Math 1 Lessons Number and Operations: Base Ten Understand place value 6 Compare 1, 26 Compare 50, 33 Skip Count 5s and 10s, 35 Group 10s, 36 Compare
More informationCopyright 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.
More informationPrentice Hall Algebra 1, Foundations Series 2011 Correlated to: Washington Mathematics Standards, Algebra 1 (2008)
Algebra 1 A1.1. Core Content: Solving problems (Algebra) Students learn to solve many new types of problems in Algebra 1, and this first core content area highlights the types of problems students will
More informationThe Research- Driven Solution to Raise the Quality of High School Core Courses. Algebra I I. Instructional Units Plan
The Research- Driven Solution to Raise the Quality of High School Core Courses Algebra I I Instructional Units Plan Instructional Units Plan Algebra II This set of plans presents the topics and selected
More informationFoundations for Functions Knowledge and Skills: Foundations for Functions Knowledge and Skills:
Texas University Interscholastic League Contest Event: Number Sense This 80-question mental math contest covers all high school mathematics curricula. All answers must be derived without using scratch
More informationMath II. Number and Quantity The Real Number System
MATHEMATICS Math II The high school mathematics curriculum is designed to develop deep understanding of foundational math ideas. In order to allow time for such understanding, each level focuses on concepts
More informationIntroductory 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,
More informationx y x y ax bx c x Algebra I Course Standards Gap 1 Gap 2 Comments a. Set up and solve problems following the correct order of operations (including proportions, percent, and absolute value) with rational
More informationPrentice 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
More informationCheck 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
More informationILLINOIS 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
More informationMAP 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 &
More informationCURRICULUM 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
More informationIntegrated 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
More informationPrentice 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
More informationPrentice Hall Geometry and Algebra 2, North Carolina Editions 2011
Prentice Hall Geometry and Algebra 2, C O R R E L A T E D T O Number and Operations MBC.N.1 Represent expressions involving rational exponents in various forms. MBC.N.1.1 Translate numbers with rational
More informationMathematics: Algebra II Honors Unit 6: Radical Functions
Understandings Questions Knowledge Vocabulary Skills Radical functions can be used to model real-life situations. What are the properties of Algebra and how are these used to solve radical equations? How
More informationMissouri 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,
More informationMATH 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
More informationHow to Read the Crosswalk Document
How to Read the Crosswalk Document This West Virginia Crosswalk document is designed to help readers easily understand the similarities and differences between the Next Generation (NxG) WV Content Standards
More informationMATHEMATICS 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
More informationTest 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
More informationWA 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
More informationAlgebra 2 Khan Academy Video Correlations By SpringBoard Activity
SB Activity Activity 1 Creating Equations 1-1 Learning Targets: Create an equation in one variable from a real-world context. Solve an equation in one variable. 1-2 Learning Targets: Create equations in
More informationMathematics. 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
More informationHow do you write and evaluate algebraic expressions? How can algebraic expressions and equations represent actual situations?
Topic: Expressions, Equations and Functions Days: 13 Key Learning: Expressions, equations, tables and graphs are used to model realworld situations. Unit Essential Question(s): How do you write and evaluate
More informationcorrelated to the Washington D.C. Public Schools Learning Standards Algebra II
correlated to the Washington D.C. Public Schools Learning Standards Algebra II McDougal Littell Algebra 2 2007 correlated to the Washington DC Public Schools Learning Standards Algebra II NUMBER SENSE
More informationAlgebra 2 Khan Academy Video Correlations By SpringBoard Activity
SB Activity Activity 1 Creating Equations 1-1 Learning Targets: Create an equation in one variable from a real-world context. Solve an equation in one variable. 1-2 Learning Targets: Create equations in
More informationMATH 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
More informationHIGH SCHOOL MATH CURRICULUM GRADE ELEVEN ALGEBRA 2 & TRIGONOMETRY N
VALLEY CENTRAL SCHOOL DISTRICT 944 STATE ROUTE 17K MONTGOMERY, NY 12549 Telephone Number: (845) 457-2400 ext. 8121 FAX NUMBER: (845) 457-4254 HIGH SCHOOL MATH CURRICULUM GRADE ELEVEN ALGEBRA 2 & TRIGONOMETRY
More informationQuantile 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
More informationAlgebra and Trigonometry 2006 (Foerster) Correlated to: Washington Mathematics Standards, Algebra 2 (2008)
A2.1. Core Content: Solving problems The first core content area highlights the type of problems students will be able to solve by the end of, as they extend their ability to solve problems with additional
More informationPrentice 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
More informationWest Windsor-Plainsboro Regional School District Algebra and Trigonometry Grades 11-12
West Windsor-Plainsboro Regional School District Algebra and Trigonometry Grades 11-12 Unit 1: Linear Relationships & Functions Content Area: Mathematics Course & Grade Level: Algebra & Trigonometry, 11
More informationCME 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
More information