(a) General requirements. This course is recommended
for student in Grades 11 and 12. Prerequisites: Geometry and Algebra
II. Students shall be awarded one credit for successful completion
of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Health Science Career Cluster focuses on planning,
managing, and providing therapeutic services, diagnostic services,
health informatics, support services, and biotechnology research and
development.
(3) The Mathematics for Medical Professionals course
is designed to serve as 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 in medical mathematics,
students will extend and apply mathematical skills necessary for health
science professions. Course content consists primarily of high school
level mathematics concepts and their applications to health science
professions.
(4) The mathematical 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 problem-solving model that incorporates analyzing
given information, formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problem-solving 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.
(5) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(6) 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.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) express ideas in a clear, concise, and effective
manner;
(B) exhibit the ability to cooperate, contribute, and
collaborate as a member of a team; and
(C) demonstrate adaptability skills such as problem
solving and creative thinking.
(2) The student uses mathematical processes to acquire
and demonstrate mathematical understanding. The student is expected
to:
(A) apply mathematics to problems arising in health
science professions;
(B) use a problem-solving model that incorporates analyzing
given information, formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problem-solving process
and the reasonableness of the solution;
(C) 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 in health science professions;
(D) communicate mathematical ideas, reasoning, and
their implications to the health science field using multiple representations,
including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record,
and communicate mathematical ideas in health science professions;
(F) analyze mathematical relationships to connect and
communicate mathematical ideas in health science professions; and
(G) display, explain, and justify mathematical ideas
and arguments using precise mathematical language in written or oral
communication as it applies to health science professions.
(3) The student generates deeper mathematical understandings
through problems involving numerical data that arise in health science
professions. The student extends existing knowledge and skills to
analyze real-world clinical situations. The student is expected to:
(A) add, subtract, multiply, and divide rational numbers
fluently in problem-solving situations related to health science professions;
(B) keep track of and manage inventory using the First
In, Last Out (FILO) concept;
(C) solve health science related problems involving
ratios, rates, and percentages accurately and precisely, including
lab analysis, body fluid analysis, vital signs, medication dosages
and administration, growth charts, body surface area, parenteral solutions
and data collection related to homeostasis;
(D) learn to read and use military time fluently for
health science situations, including medication administration, scheduling,
and documentation;
(E) apply appropriate estimation techniques used in
health science professions to estimate percent and then confirm those
estimates with calculations; and
(F) read and determine accurate numerical value of
Roman numerals as used in the health science professions, including
cranial nerves.
(4) The student applies the process standards in mathematics
to create and analyze mathematical models of health science situations
to make informed decisions related to improved health care outcomes
by appropriate, proficient, and efficient use of tools, including
technology. The student judges the validity of a prediction and uses
mathematical models to represent, analyze, and solve dynamic health
care problems. The student is expected to:
(A) collect data to create a scatterplot and apply
various functions to model the data in an effort to interpret results
and make predictions in health science situations such as interpreting
growth charts, interpreting disease and mortality rates, and diagnosing
and determining treatment modalities;
(B) create, represent, and analyze appropriate mathematical
functions such as linear, quadratic, exponential, logarithmic, and
sinusoidal functions used to model, interpret and predict situations
that occur in health science professions such as supply and demand,
inventory control, and cost analysis within clinical situations;
(C) determine or analyze an appropriate sinusoidal
model for health science situations that can be modeled with periodic
functions, including those related to electrocardiograms (EKG), repolarization
of the heart, and medication dosage and administration;
(D) write and solve systems of equations, especially
those representing mixtures, which apply to health science situations,
including intravenous (IV) solutions and medication dosages;
(E) use properties of logarithmic and exponential functions
to solve equations related to health science situations such as determining
the pH of a solution, the concentration of hydrogen ions (H+) given
the pH, calculating the absorbance and transmittance, and determining
exponential growth and decay; and
(F) calculate accurate and precise unit rates used
in health science situations.
(5) The student applies mathematical process standards
to obtain accurate and precise measurements. The student is expected
to:
(A) define each of the health science professions that
require a unique set of measurement or calculation standards and explain
or identify the importance of each measurement system (apothecary,
metric, household systems);
(B) explain the necessity of obtaining accurate measurements
in the health science professions;
(C) use dimensional analysis with precision and accuracy
in performing unit conversions from one measurement system to another,
including the use of proportions and unit rates in pharmacology;
(D) classify the specific system to which a given unit
belongs and explain its similarity or differences to units in other
measurement systems;
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