(B) explain verbally and symbolically the relationship
between the volume of a triangular prism and a triangular pyramid
having both congruent bases and heights and connect that relationship
to the formulas; and
(C) use models to determine the approximate formulas
for the circumference and area of a circle and connect the models
to the actual formulas.
(9) Expressions, equations, and relationships. The
student applies mathematical process standards to solve geometric
problems. The student is expected to:
(A) solve problems involving the volume of rectangular
prisms, triangular prisms, rectangular pyramids, and triangular pyramids;
(B) determine the circumference and area of circles;
(C) determine the area of composite figures containing
combinations of rectangles, squares, parallelograms, trapezoids, triangles,
semicircles, and quarter circles; and
(D) solve problems involving the lateral and total
surface area of a rectangular prism, rectangular pyramid, triangular
prism, and triangular pyramid by determining the area of the shape's
net.
(10) Expressions, equations, and relationships. The
student applies mathematical process standards to use onevariable
equations and inequalities to represent situations. The student is
expected to:
(A) write onevariable, twostep equations and inequalities
to represent constraints or conditions within problems;
(B) represent solutions for onevariable, twostep
equations and inequalities on number lines; and
(C) write a corresponding realworld problem given
a onevariable, twostep equation or inequality.
(11) Expressions, equations, and relationships. The
student applies mathematical process standards to solve onevariable
equations and inequalities. The student is expected to:
(A) model and solve onevariable, twostep equations
and inequalities;
(B) determine if the given value(s) make(s) onevariable,
twostep equations and inequalities true; and
(C) write and solve equations using geometry concepts,
including the sum of the angles in a triangle, and angle relationships.
(12) Measurement and data. The student applies mathematical
process standards to use statistical representations to analyze data.
The student is expected to:
(A) compare two groups of numeric data using comparative
dot plots or box plots by comparing their shapes, centers, and spreads;
(B) use data from a random sample to make inferences
about a population; and
(C) compare two populations based on data in random
samples from these populations, including informal comparative inferences
about differences between the two populations.
(13) 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) calculate the sales tax for a given purchase and
calculate income tax for earned wages;
(B) identify the components of a personal budget, including
income; planned savings for college, retirement, and emergencies;
taxes; and fixed and variable expenses, and calculate what percentage
each category comprises of the total budget;
(C) create and organize a financial assets and liabilities
record and construct a net worth statement;
(D) use a family budget estimator to determine the
minimum household budget and average hourly wage needed for a family
to meet its basic needs in the student's city or another large city
nearby;
(E) calculate and compare simple interest and compound
interest earnings; and
(F) analyze and compare monetary incentives, including
sales, rebates, and coupons.
