| (a) General requirements. This course is recommended
for students in Grades 10-12. Prerequisite: Algebra I. Recommended
prerequisite: one credit from the courses in the Agriculture, Food,
and Natural Resources Career Cluster. This course satisfies a high
school mathematics graduation requirement. 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 Agriculture, Food, and Natural Resources Career
Cluster focuses on the production, processing, marketing, distribution,
financing, and development of agricultural commodities and resources,
including food, fiber, wood products, natural resources, horticulture,
and other plant and animal products/resources.
(3) In Mathematical Applications in Agriculture, Food,
and Natural Resources, students will apply knowledge and skills related
to mathematics, including algebra, geometry, and data analysis in
the context of agriculture, food, and natural resources. To prepare
for careers in agriculture, food, and natural resources, students
must acquire technical knowledge in the discipline as well as apply
academic skills in mathematics. To prepare for success, students need
opportunities to reinforce, apply, and transfer their knowledge and
skills related to mathematics in a variety of contexts.
(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) identify career development and entrepreneurship
opportunities;
(B) demonstrate competencies related to resources,
information, interpersonal skills, and systems of operation;
(C) demonstrate knowledge of personal and occupational
health and safety practices in the workplace;
(D) identify employers' expectations, including appropriate
work habits, ethical conduct, and legal responsibilities;
(E) demonstrate characteristics of good citizenship
such as stewardship, advocacy, and community leadership; and
(F) research career topics using technology such as
the Internet.
(2) The student uses mathematical processes to acquire
and demonstrate mathematical understanding. The student is expected
to:
(A) apply mathematics to problems arising in everyday
life, society, and the workplace;
(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;
(D) communicate mathematical ideas, reasoning, and
their implications using multiple representations, including symbols,
diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record,
and communicate mathematical ideas;
(F) analyze mathematical relationships to connect and
communicate mathematical ideas; and
(G) display, explain, and justify mathematical ideas
and arguments using precise mathematical language in written or oral
communication.
(3) The student develops a supervised agriculture experience
program. The student is expected to:
(A) plan, propose, conduct, document, and evaluate
a supervised agriculture experience program as an experiential learning
activity;
(B) apply proper record-keeping skills as they relate
to the supervised agriculture experience;
(C) participate in youth leadership opportunities to
create a well-rounded experience program; and
(D) produce and participate in a local program of activities
using a strategic planning process.
(4) The student performs mathematical calculations
used in agriculture, food, and natural resources. The student is expected
to:
(A) add, subtract, multiply, and divide whole numbers,
fractions, and decimals in calculations related to agriculture, food,
and natural resources;
(B) apply mathematical skills such as measurement,
conversion, and data analysis needed for agriculture, food, and natural
resources;
(C) find solutions to problems related to agriculture,
food, and natural resources by calculating percentages and averages;
(D) convert between English and metric units;
(E) use scientific calculations to determine weight,
volume, and linear measurements;
(F) solve word problems using ratios and dimensional
analysis; and
(G) interpret data using tables, charts, and graphs.
(5) The student demonstrates mathematics knowledge
and skills required to solve problems related to the agriculture,
food, and natural resources industries. The student is expected to:
(A) demonstrate use of relational expressions such
as equal to, not equal, greater than, and less than in agriculture,
food, and natural resources industries such as agribusiness; animal;
environmental service; food products and processing; natural resources;
plant; and power, structural, and technical systems;
(B) apply statistical and data analysis to solve problems
related to agriculture, food, and natural resources industries such
as agribusiness; animal; environmental service; food products and
processing; natural resources; plant; and power, structural, and technical
systems;
(C) analyze mathematical problem statements for missing
or irrelevant data essential to agriculture, food, and natural resources
industries such as agribusiness; animal; environmental service; food
products and processing; natural resources; plant; and power, structural,
and technical systems;
(D) construct and analyze charts, tables, and graphs
from functions and data generated in agriculture, food, and natural
resources industries such as agribusiness; animal; environmental service;
food products and processing; natural resources; plant; and power,
structural, and technical systems;
(E) analyze data using measures of central tendency
when interpreting operational documents in agriculture, food, and
natural resources industries such as agribusiness; animal; environmental
service; food products and processing; natural resources; plant; and
power, structural, and technical systems; and
Cont'd... |
