Standards & Objectives

Physical Science
     CONTENT STANDARD B: As a result of their activities in grades 9-12, all students should develop an understanding of 
          Chemical reactions 
          Motions and forces 
          Conservation of energy and increase in disorder 
          Interactions of energy and matter

Life Science
     CONTENT STANDARD C: As a result of their activities in grades 9-12, all students should develop understanding of 
          Matter, energy, and organization in living systems 

Science and Technology
     CONTENT STANDARD E: As a result of activities in grades 9-12, all students should develop 
          Abilities of technological design 
          Understandings about science and technology

Science in Personal and Social Perspectives 
     CONTENT STANDARD F: As a result of activities in grades 9-12, all students should develop understanding of 
          Personal and community health 
          Natural and human-induced hazards 
          Science and technology in local, national, and global challenges

History and Nature of Science
     CONTENT STANDARD G: As a result of activities in grades 9-12, all students should develop understanding of 
          Science as a human endeavor 
          Nature of scientific knowledge 

• develop fluency in operations with real numbers, using mental computation or paper-and-pencil calculations for simple cases and technology for more complicated cases;
• judge the reasonableness of numerical computations and their results.

• generalize patterns using explicitly defined and recursively defined functions;
• understand relations and functions and select, convert flexibly among, and use various representations for them;
• analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior;
• understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more complicated symbolic expressions;
• understand and compare the properties of classes of functions, including exponential, polynomial, rational, logarithmic, and periodic functions;
• interpret representations of functions of two variables

• understand the meaning of equivalent forms of expressions, equations, inequalities, and relations;
• write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency—mentally or with paper and pencil in simple cases and using technology in all cases;
• use symbolic algebra to represent and explain mathematical relationships;
• judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by technology.

• identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships;
• draw reasonable conclusions about a situation being modeled;
• analyze change in various contexts;
• approximate and interpret rates of change from graphical and numerical data.

• make decisions about units and scales that are appropriate for problem situations involving measurement.

• understand the differences among various kinds of studies and which types of inferences can legitimately be drawn from each;
• know the characteristics of well-designed studies, including the role of randomization in surveys and experiments;
• understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of the term variable;
• understand histograms, parallel box plots, and scatterplots and use them to display data;
• compute basic statistics and understand the distinction between a statistic and a parameter.

• for univariate measurement data, be able to display the distribution, describe its shape, and select and calculate summary statistics;
• for bivariate measurement data, be able to display a scatterplot, describe its shape, and determine regression
• coefficients, regression equations, and correlation coefficients using technological tools;
• display and discuss bivariate data where at least one variable is categorical;
• recognize how linear transformations of univariate data affect shape, center, and spread;
• identify trends in bivariate data and find functions that model the data or transform the data so that they can be modeled.

• communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
• analyze and evaluate the mathematical thinking and strategies of others;
• use the language of mathematics to express mathematical ideas precisely.

Representation Standard for Grades 9–12
Enable all students to create and use representations to organize, record, and communicate mathematical ideas, so all students should;

• select, apply, and translate among mathematical representations to solve problems;
• use representations to model and interpret physical, social, and mathematical phenomena.

• Students use technology tools to enhance learning, increase productivity, and promote creativity. 
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. 

2. Technology communications tools 

• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. 
• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 

• Students use technology to locate, evaluate, and collect information from a variety of sources. 
• Students use technology tools to process data and report results. 
• Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. 

• Students use technology resources for solving problems and making informed decisions. 
• Students employ technology in the development of strategies for solving problems in the real world.