(a) General requirements.
(1) Students shall be awarded onehalf to one credit
for successful completion of this course. Prerequisites: Geometry
and Algebra II.
(2) Students may repeat this course with different
course content for up to three credits.
(3) The requirements for each course must be approved
by the local district before the course begins.
(4) If this course is being used to satisfy requirements
for the Distinguished Achievement Program, student research/products
must be presented before a panel of professionals or approved by the
student's mentor.
(b) Introduction.
(1) The desire to achieve educational excellence is
the driving force behind the Texas essential knowledge and skills
for mathematics, guided by the college and career readiness standards.
By embedding statistics, probability, and finance, while focusing
on fluency and solid understanding, Texas will lead the way in mathematics
education and prepare all Texas students for the challenges they will
face in the 21st century.
(2) The process standards describe ways in which students
are expected to engage in the content. The placement of the process
standards at the beginning of the knowledge and skills listed for
each grade and course is intentional. The process standards weave
the other knowledge and skills together so that students may be successful
problem solvers and use mathematics efficiently and effectively in
daily life. The process standards are integrated at every grade level
and course. When possible, students will apply mathematics to problems
arising in everyday life, society, and the workplace. Students will
use a problemsolving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying
the solution, and evaluating the problemsolving process and the reasonableness
of the solution. Students will select appropriate tools such as real
objects, manipulatives, paper and pencil, and technology and techniques
such as mental math, estimation, and number sense to solve problems.
Students will effectively communicate mathematical ideas, reasoning,
and their implications using multiple representations such as symbols,
diagrams, graphs, and language. Students will use mathematical relationships
to generate solutions and make connections and predictions. Students
will analyze mathematical relationships to connect and communicate
mathematical ideas. Students will display, explain, or justify mathematical
ideas and arguments using precise mathematical language in written
or oral communication.
(3) In Independent Study in Mathematics, students will
extend their mathematical understanding beyond the Algebra II level
in a specific area or areas of mathematics such as theory of equations,
number theory, nonEuclidean geometry, linear algebra, advanced survey
of mathematics, or history of mathematics.
(4) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills: mathematical process standards.
The student uses mathematical processes to acquire and demonstrate
mathematical understanding. The student is expected to:
(1) apply mathematics to problems arising in everyday
life, society, and the workplace;
(2) use a problemsolving model that incorporates analyzing
given information, formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problemsolving process
and the reasonableness of the solution;
(3) select tools, including real objects, manipulatives,
paper and pencil, and technology as appropriate, and techniques, including
mental math, estimation, and number sense as appropriate, to solve
problems;
(4) communicate mathematical ideas, reasoning, and
their implications using multiple representations, including symbols,
diagrams, graphs, and language as appropriate;
(5) create and use representations to organize, record,
and communicate mathematical ideas;
(6) analyze mathematical relationships to connect and
communicate mathematical ideas; and
(7) display, explain, and justify mathematical ideas
and arguments using precise mathematical language in written or oral
communication.
