STATE GOAL 6: Demonstrate and apply a knowledge

and sense of numbers, including numeration and

division), patterns, ratios and proportions.

As a result of their schooling, students will be able to:

 LEARNING STANDARD HIGH SCHOOL A. Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. 6.A.4 Identify and apply the associative, commutative, distributive and identity properties of real numbers, including special numbers (pi and square roots) 6.A.5 Perform addition, subtraction and multiplication. B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. 6.B.4 Select and use appropriate arithmetic operations in practical situations including calculating wages after taxes, developing a budget and balancing a checkbook. C. Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers. 6.C.4 Determine whether exact values or approximations are appropriate (e.g. bid a job, determine gas mileage for a trip) 6.C.5 Determine the level of accuracy needed for computations involving measurement and irrational numbers. D. Solve problems using comparison of quantities, ratios, proportions and percents. 6.D.4 Solve problems involving recipes or mixtures, financial calculations and geometric similarity using ratios, proportions, and percents.

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 Program Area Specific Goals/Skills Competencies Identify Gaps In Curriculum New Curriculum

STATE GOAL 7: Estimate, make and use measure-

ments of objects, quantities and relationships and

determine acceptable levels of accuracy.

As a result of their schooling, students will be able to:

 LEARNING STANDARD HIGH SCHOOL A. Measure and compare quantities using appropriate units, instruments and methods. 7.A.4a Apply units and scales to describe and compare numerical data and physical objects. 7.A.4b Apply formulas in a wide variety of theoretical and practical real-world measurement applications involving perimeter, area, volume, angle, time, temperature, mass, speed, distance, density and monetary values. B. Estimate measurements and determine acceptable levels of accuracy. 7.B.4 Estimate and Measure the magnitude and directions of physical quantities (velocity, force, slope) using rulers, protractors, and other scientific instruments including timers, calculators, and computers. 7.B.5 Estimate perimeter, area, volume, and capacity of irregular shapes, regions and solids and explain the reasoning supporting the estimate. C. Select and use appropriate technology, instruments and formulas to solve problems, interpret results and communicate findings. 7.C.5a Use dimensional analysis to determine units and check answers in applied measurement problems. 7.C.5b Determine how changes in one measure may affect other measures (e.g., what happens to the volume and surface area of a cube when the side of the cube is halved).

 Program Area Specific Goals/Skills Competencies Identify Gaps In Curriculum New Curriculum

STATE GOAL 8: Use algebraic and analytical methods

to identify and describe patterns and relationships

in data, solve problems and predict results.

As a result of their schooling, students will be able to:

 LEARNING STANDARD HIGH SCHOOL A. Describe numerical relationships using variables and patterns. 8.A.4a Use algebraic methods to convert decimals to fractions. 8.A.4b Represent mathematical patterns and describe their properties using variables and mathematical symbols. B. Interpret and describe numerical relationships using tables, graphs and symbols. 8.B.4a Represent algebraic concepts with physical materials, words, diagrams, tables, graphs, equations and inequalities, and use appropriate technology. (Rule of 4) C. Solve problems using systems of numbers and their properties. D. Use algebraic concepts and procedures to represent and solve problems.

 Program Area Specific Goals/Skills Competencies Identify Gaps In Curriculum New Curriculum

STATE GOAL 9: Use geometric methods to analyze,

categorize and draw conclusions abut points, lines,

planes and space.

As a result of their schooling, students will be able to:

 LEARNING STANDARD HIGH SCHOOL A. Demonstrate and apply geometric concepts involving points, lines, planes and space. 9.A.5 Use geometric figures and their properties to solve problems in the arts, the physical and life sciences and the building trades, with and without the use of technology. 9.A.4a Construct a model of a three dimensional figure from a two-dimensional pattern. 9.A.4b Make perspective drawings, tesselations and scale drawings, with and without the use of technology. B. Identify, describe, classify and compare relationships using points, lines, planes and solids. 9.B.5 Construct and use two- and three-dimensional models of objects that have practical applications (e.g., blueprints, topographical maps, scale models). C. Construct convincing arguments and proofs to solve problems. 9.C.5a Perform and describe an original investigation of a geometric problem and verify the analysis and conclusions to an audience. 9.C.5b Apply physical models, graphs, coordinate system, networks and vectors to develop solutions in applied contexts (e.g., bus routing, areas of irregular shapes, describing forces and other physical quantities). D. Use trigonometric ratios and circular functions to solve problems. 9.D.4 Analyze and solve problems involving triangles (e.g., distances which cannot be measured directly) using trigonometric ratios. (Pythagorean theorem is another method of indirect measurement)

 Program Area Specific Goals/Skills Competencies Identify Gaps In Curriculum New Curriculum

STATE GOAL 10: Collect, organize and analyze data

using statistical methods; predict results; and

interpret uncertainty using concepts of probability.

As a result of their schooling, students will be able to:

 LEARNING STANDARD HIGH SCHOOL A. Organize, describe and make predictions from existing data. 10.A.4a Construct, read and interpret tables, graphs, scatterplots, boxplots and charts to organize and represent data. 10.A.4b Analyze the data using the mean, median, mode and range, and standard deviations with and without the use of technology. 10.A.3c Test the reasonableness of an argument based on data and communicate their findings. 10.A.4c Predict from data using interpolation, extrapolation and trendlines. B. Formulate questions, design data collection methods, gather and analyze data and communicate findings. 10.B.4 Design and execute surveys or experiments, gather data to answer relevant questions, and communicate results and conclusions to an audience using traditional methods and contemporary technology. C. Determine, describe and apply the probabilities of events. 10.C.4a Solve problems of chance using the principles of probability including conditional settings. 10.C.4b Design and conduct simulations (e.g., waiting times at restaurant, probabilities of births, likelihood of game prizes), with and without the use of technology. 10.C.4c Propose and interpret discrete probability distributions, with and without the use of technology.

 Program Area Specific Goals/Skills Competencies Identify Gaps In Curriculum New Curriculum