(C) represent a given situation using verbal descriptions,
tables, graphs, and equations in the form y
= kx or y = x + b.
(7) Expressions, equations, and relationships. The
student applies mathematical process standards to develop concepts
of expressions and equations. The student is expected to:
(A) generate equivalent numerical expressions using
order of operations, including whole number exponents and prime factorization;
(B) distinguish between expressions and equations verbally,
numerically, and algebraically;
(C) determine if two expressions are equivalent using
concrete models, pictorial models, and algebraic representations;
and
(D) generate equivalent expressions using the properties
of operations: inverse, identity, commutative, associative, and distributive
properties.
(8) Expressions, equations, and relationships. The
student applies mathematical process standards to use geometry to
represent relationships and solve problems. The student is expected
to:
(A) extend previous knowledge of triangles and their
properties to include the sum of angles of a triangle, the relationship
between the lengths of sides and measures of angles in a triangle,
and determining when three lengths form a triangle;
(B) model area formulas for parallelograms, trapezoids,
and triangles by decomposing and rearranging parts of these shapes;
(C) write equations that represent problems related
to the area of rectangles, parallelograms, trapezoids, and triangles
and volume of right rectangular prisms where dimensions are positive
rational numbers; and
(D) determine solutions for problems involving the
area of rectangles, parallelograms, trapezoids, and triangles and
volume of right rectangular prisms where dimensions are positive rational
numbers.
(9) Expressions, equations, and relationships. The
student applies mathematical process standards to use equations and
inequalities to represent situations. The student is expected to:
(A) write onevariable, onestep equations and inequalities
to represent constraints or conditions within problems;
(B) represent solutions for onevariable, onestep
equations and inequalities on number lines; and
(C) write corresponding realworld problems given onevariable,
onestep equations or inequalities.
(10) Expressions, equations, and relationships. The
student applies mathematical process standards to use equations and
inequalities to solve problems. The student is expected to:
(A) model and solve onevariable, onestep equations
and inequalities that represent problems, including geometric concepts;
and
(B) determine if the given value(s) make(s) onevariable,
onestep equations or inequalities true.
(11) Measurement and data. The student applies mathematical
process standards to use coordinate geometry to identify locations
on a plane. The student is expected to graph points in all four quadrants
using ordered pairs of rational numbers.
(12) Measurement and data. The student applies mathematical
process standards to use numerical or graphical representations to
analyze problems. The student is expected to:
(A) represent numeric data graphically, including dot
plots, stemandleaf plots, histograms, and box plots;
(B) use the graphical representation of numeric data
to describe the center, spread, and shape of the data distribution;
(C) summarize numeric data with numerical summaries,
including the mean and median (measures of center) and the range and
interquartile range (IQR) (measures of spread), and use these summaries
to describe the center, spread, and shape of the data distribution;
and
(D) summarize categorical data with numerical and graphical
summaries, including the mode, the percent of values in each category
(relative frequency table), and the percent bar graph, and use these
summaries to describe the data distribution.
(13) Measurement and data. The student applies mathematical
process standards to use numerical or graphical representations to
solve problems. The student is expected to:
(A) interpret numeric data summarized in dot plots,
stemandleaf plots, histograms, and box plots; and
(B) distinguish between situations that yield data
with and without variability.
(14) Personal financial literacy. The student applies
mathematical process standards to develop an economic way of thinking
and problem solving useful in one's life as a knowledgeable consumer
and investor. The student is expected to:
(A) compare the features and costs of a checking account
and a debit card offered by different local financial institutions;
(B) distinguish between debit cards and credit cards;
(C) balance a check register that includes deposits,
withdrawals, and transfers;
(D) explain why it is important to establish a positive
credit history;
(E) describe the information in a credit report and
how long it is retained;
(F) describe the value of credit reports to borrowers
and to lenders;
(G) explain various methods to pay for college, including
through savings, grants, scholarships, student loans, and workstudy;
and
(H) compare the annual salary of several occupations
requiring various levels of postsecondary education or vocational
training and calculate the effects of the different annual salaries
on lifetime income.
