The student applies mathematical process standards to develop transformational geometry concepts. The student is expected to:
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
The student applies mathematical process standards to use proportional and nonproportional relationships to develop foundational concepts of functions. The student is expected to:
Identify functions using sets of ordered pairs, tables, mappings, and graphs;
The student applies mathematical process standards to use geometry to solve problems. The student is expected to:
Solve problems involving the volume of cylinders, cones, and spheres;
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:
Solve real-world problems comparing how interest rate and loan length affect the cost of credit;
The student applies mathematical process standards to use proportional and nonproportional relationships to develop foundational concepts of functions. The student is expected to:
Identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems; and
The student applies mathematical process standards to use proportional relationships to describe dilations. The student is expected to:
Use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation.
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:
Calculate and compare simple interest and compound interest earnings;
The student applies mathematical process standards to develop transformational geometry concepts. The student is expected to:
Generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane;
The student applies mathematical process standards to use one-variable equations or inequalities in problem situations. The student is expected to:
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
The student applies mathematical process standards to use proportional and nonproportional relationships to develop foundational concepts of functions. The student is expected to:
Write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations.
The student applies mathematical process standards to use proportional and nonproportional relationships to develop foundational concepts of functions. The student is expected to:
Use a trend line that approximates the linear relationship between bivariate sets of data to make predictions;
The student applies mathematical process standards to develop transformational geometry concepts. The student is expected to:
Differentiate between transformations that preserve congruence and those that do not;
The student applies mathematical process standards to use proportional and nonproportional relationships to develop foundational concepts of functions. The student is expected to:
Represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0;
The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas. The student is expected to:
Describe the volume formula V = Bh of a cylinder in terms of its base area and its height;
The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope. The student is expected to:
Use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 - y1)/ (x2 - x1), is the same for any two points (x1, y1) and (x2, y2) on the same line;
The student applies mathematical process standards to represent and use real numbers in a variety of forms. The student is expected to:
Order a set of real numbers arising from mathematical and real-world contexts.
The student applies mathematical process standards to use statistical procedures to describe data. The student is expected to:
Construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data;
The student applies mathematical process standards to represent and use real numbers in a variety of forms. The student is expected to:
Convert between standard decimal notation and scientific notation; and
The student applies mathematical process standards to use geometry to solve problems. The student is expected to:
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;
The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope. The student is expected to:
Graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship; and
The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope. The student is expected to:
Use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems.
The student applies mathematical process standards to use one-variable equations or inequalities in problem situations. The student is expected to:
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 angleangle criterion for similarity of triangles.
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:
Explain how small amounts of money invested regularly, including money saved for college and retirement, grow over time;
The student applies mathematical process standards to use proportional and nonproportional relationships to develop foundational concepts of functions. The student is expected to:
Represent linear proportional situations with tables, graphs, and equations in the form of y = kx;
The student applies mathematical process standards to use proportional relationships to describe dilations. The student is expected to:
Generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation;
The student applies mathematical process standards to use one-variable equations or inequalities in problem situations. The student is expected to:
Write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants;
The student applies mathematical process standards to use geometry to solve problems. The student is expected to:
Determine the distance between two points on a coordinate plane using the Pythagorean Theorem.
The student applies mathematical process standards to use proportional and nonproportional relationships to develop foundational concepts of functions. The student is expected to:
Distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form y = kx or y = mx + b, where b ≠ 0;
The student applies mathematical process standards to use geometry to solve problems. The student is expected to:
Use the Pythagorean Theorem and its converse to solve problems; and
The student applies mathematical process standards to represent and use real numbers in a variety of forms. The student is expected to:
Approximate the value of an irrational number, including π and square roots of numbers less than 225, and locate that rational number approximation on a number line;
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