| (C) use models and diagrams to explain the Pythagorean
theorem.
(7) Expressions, equations, and relationships. The
student applies mathematical process standards to use geometry to
solve problems. The student is expected to:
(A) solve problems involving the volume of cylinders,
cones, and spheres;
(B) use previous knowledge of surface area to make
connections to the formulas for lateral and total surface area and
determine solutions for problems involving rectangular prisms, triangular
prisms, and cylinders;
(C) use the Pythagorean Theorem and its converse to
solve problems; and
(D) determine the distance between two points on a
coordinate plane using the Pythagorean Theorem.
(8) Expressions, equations, and relationships. The
student applies mathematical process standards to use one-variable
equations or inequalities in problem situations. The student is expected
to:
(A) write one-variable equations or inequalities with
variables on both sides that represent problems using rational number
coefficients and constants;
(B) write a corresponding real-world problem when given
a one-variable equation or inequality with variables on both sides
of the equal sign using rational number coefficients and constants;
(C) model and solve one-variable equations with variables
on both sides of the equal sign that represent mathematical and real-world
problems using rational number coefficients and constants; and
(D) use informal arguments to establish facts about
the angle sum and exterior angle of triangles, the angles created
when parallel lines are cut by a transversal, and the angle-angle
criterion for similarity of triangles.
(9) Expressions, equations, and relationships. The
student applies mathematical process standards to use multiple representations
to develop foundational concepts of simultaneous linear equations.
The student is expected to identify and verify the values of x and y that
simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the
graphed equations.
(10) Two-dimensional shapes. The student applies mathematical
process standards to develop transformational geometry concepts. The
student is expected to:
(A) generalize the properties of orientation and congruence
of rotations, reflections, translations, and dilations of two-dimensional
shapes on a coordinate plane;
(B) differentiate between transformations that preserve
congruence and those that do not;
(C) explain the effect of translations, reflections
over the x- or y-
axis, and rotations limited to 90°, 180°, 270°,
and 360° as applied to two-dimensional shapes on a coordinate
plane using an algebraic representation; and
(D) model the effect on linear and area measurements
of dilated two-dimensional shapes.
(11) Measurement and data. The student applies mathematical
process standards to use statistical procedures to describe data.
The student is expected to:
(A) construct a scatterplot and describe the observed
data to address questions of association such as linear, non-linear,
and no association between bivariate data;
(B) determine the mean absolute deviation and use this
quantity as a measure of the average distance data are from the mean
using a data set of no more than 10 data points; and
(C) simulate generating random samples of the same
size from a population with known characteristics to develop the notion
of a random sample being representative of the population from which
it was selected.
(12) 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) solve real-world problems comparing how interest
rate and loan length affect the cost of credit;
(B) calculate the total cost of repaying a loan, including
credit cards and easy access loans, under various rates of interest
and over different periods using an online calculator;
(C) explain how small amounts of money invested regularly,
including money saved for college and retirement, grow over time;
(D) calculate and compare simple interest and compound
interest earnings;
(E) identify and explain the advantages and disadvantages
of different payment methods;
(F) analyze situations to determine if they represent
financially responsible decisions and identify the benefits of financial
responsibility and the costs of financial irresponsibility; and
(G) estimate the cost of a two-year and four-year college
education, including family contribution, and devise a periodic savings
plan for accumulating the money needed to contribute to the total
cost of attendance for at least the first year of college.
|
