7.N.3 Represent numbers in scientific notation (positive powers of ten only) and use that notation in problem situations.
7.N.8 Determine when an estimate rather than an exact answer is appropriate and apply in problem situations.
7.G.5. Use a ruler, protractor, and compass to draw polygons and circles.
7.G.6 Predict the results of translations and reflections of figures on unmarked or coordinate planes and draw the transformed figure.
8.N.2 Define, compare, order, and apply frequently used irrational numbers, such as √2 and π.
8.N.5 Apply number theory concepts, including prime factorization and relatively prime numbers, to the solution of problems.
8.N.8 (partial)….. the notion of closure of a subset of the rational numbers under an operation.
8.P.3 Demonstrate an understanding of the identity (-x)(-y) = xy. Use this identity to simplify expressions, e.g., (-2)(-x+2) = 2x – 4.
8.P.7 (Partial – the inequalities part) Set up and solve linear equations and inequalities with one or two variables, using algebraic methods, models, and/or graphs.
8.P.8 Explain and analyze – both quantitatively and qualitatively, using pictures, graphs, charts, or equations – how change in one variable results in a change in another variable in functional relationships, e.g. C = πd, A = πr2 (A as a function of r0, Arectangle = lw
8.G.5 Use a straight edge, compass, or other tools to formulate and test conjectures, and to draw geometric figures.
8.G.6 Predict the results of transformations on unmarked or coordinate planes and draw the transformed figure, e.g. predict how tessellations transform under translations, reflections, and rotations.
8.M.2 Given the formulas, convert from one system of measurement to another. Use technology as appropriate.
10.D.1 Select, create, and interpret an appropriate graphical representation (e.g., scatterpplot, table, stem-and-leaf plots, box-and-whiskeer plots, circle graph, line graph,and line plot) for a set of data and use appropriate statistics (e.g. mean, median, range, and mode) to communicate information about the data.
10.G.10 Demonstrate the ability to visualize solid objects and recognize their projections.
10.G.11 Use vertex-edge graphs to model and solve problems.
The following 12th grade standards are currently not being covered, but will be covered by students who complete the IMP curriculum in 2009. We are also in the process of modifying the Math Modeling curriculum which will begin to address these standards.
12.D.1 Design surveys and apply random sampling techniques to avoid bias in the data collection.
12.D.2 Select an appropriate graphical representation for a set of data and use appropriate statistics (e.g., quartile or percentile distribution) to communicate information about the data.
12.D.3 Apply regression results and curve fitting to make prediction results from data.
12.D.4 Apply, uniform, normal, and binomial distributions to the solutions of problems.
12.D.5 Describe a set of frequency distribution data by spread (i.e., variance and standard deviation), skewness, symmetry, number of modes, or other characteristics. Use the concepts in everyday applications.
12.D.6 Use combinatorics (e.g., “fundamental counting principle,” permutations, and combinations) to solve problems, in particular, to compute probabilities of compound events. Use technology as appropriate.
12.D.7 Compare the results of simulations (e.g., random number tables, random functions, and area models) with predicted probabilities.
We welcome your feedback to the Mathematics Curriculum Guide. Please send comments to Mathematics@arps.org.