Math Standards addressed in our Module:

 

NCTM: Principals and Standards for School Mathematics

http://www.nctm.org

Number and Operations Standard for Grades 9–12

 

Instructional programs from prekindergarten through grade 12 should enable all students to—

Expectations

In grades 9–12 all students should—

Compute fluently and make reasonable estimates

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develop fluency in operations with real numbers, vectors, and matrices, 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.

 

Algebra Standard for Grades 9–12

Instructional programs from prekindergarten through grade 12 should enable all students to—

Expectations

In grades 9–12 all students should—

Understand patterns, relations, and functions

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interpret representations of functions of two variables

Represent and analyze mathematical situations and structures using algebraic symbols

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use symbolic algebra to represent and explain mathematical relationships;

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judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by technology.

Use mathematical models to represent and understand quantitative relationships

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identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships;

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draw reasonable conclusions about a situation being modeled.

 

Measurement Standard for Grades 9–12

Instructional programs from prekindergarten through grade 12 should enable all students to—

Expectations

In grades 9–12 all students should—

Understand measurable attributes of objects and the units, systems, and processes of measurement

•

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

Data Analysis and Probability Standard for Grades 9–12

Instructional programs from prekindergarten through grade 12 should enable all students to—

Expectations

In grades 9–12 all students should—

Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

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understand the differences among various kinds of studies and which types of inferences can legitimately be drawn from each;

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know the characteristics of well-designed studies, including the role of randomization in surveys and experiments;

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understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of the term variable;

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understand histograms, parallel box plots, and scatterplots and use them to display data;

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compute basic statistics and understand the distinction between a statistic and a parameter.

Select and use appropriate statistical methods to analyze data

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for univariate measurement data, be able to display the distribution, describe its shape, and select and calculate summary statistics;

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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;

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display and discuss bivariate data where at least one variable is categorical;

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recognize how linear transformations of univariate data affect shape, center, and spread;

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identify trends in bivariate data and find functions that model the data or transform the data so that they can be modeled.

Develop and evaluate inferences and predictions that are based on data

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use simulations to explore the variability of sample statistics from a known population and to construct sampling distributions;

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understand how sample statistics reflect the values of population parameters and use sampling distributions as the basis for informal inference;

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evaluate published reports that are based on data by examining the design of the study, the appropriateness of the data analysis, and the validity of conclusions;

•

understand how basic statistical techniques are used to monitor process characteristics in the workplace.

Problem Solving Standard for Grades 9–12

Instructional programs from prekindergarten through grade 12 should enable all students to—

build new mathematical knowledge through problem solving;

solve problems that arise in mathematics and in other contexts;

apply and adapt a variety of appropriate strategies to solve problems;

monitor and reflect on the process of mathematical problem solving.

Communication Standard for Grades 9–12

Instructional programs from prekindergarten through grade 12 should enable all students to—

organize and consolidate their mathematical thinking through communication;

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.

Connections Standard for Grades 9–12

Instructional programs from prekindergarten through grade 12 should enable all students to—

recognize and use connections among mathematical ideas;

understand how mathematical ideas interconnect and build on one another to produce a coherent whole;

recognize and apply mathematics in contexts outside of mathematics.

Representation Standard for Grades 9–12

Instructional programs from prekindergarten through grade 12 should enable all students to—

create and use representations to organize, record, and communicate mathematical ideas;

select, apply, and translate among mathematical representations to solve problems;

use representations to model and interpret physical, social, and mathematical phenomena.