Alaska  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Mathematics

Grade: 8
Select, modify, and apply a variety of problem-solving strategies including graphing, inductive and deductive reasoning, Venn diagrams, and spreadsheets.

Evaluate, interpret, and justify solutions to problems.

Use informal deductive and inductive reasoning in both concrete and abstract contexts.

Justify and defend the validity of mathematical strategies and solutions using examples and counterexamples.

Apply mathematical skills and processes to science and humanities.

Applying and assessing the appropriateness of a variety of estimation strategies (M3.3.1)

Selecting, modifying, and applying a variety of problem-solving strategies (e.g., inductive and deductive reasoning, Venn diagrams, making a simpler problem) and verifying the results (M7.3.2)

Grade: 9
Use estimation to solve problems and to check the accuracy of solutions; state whether the estimation is greater or less than the exact answer.

Use ratios and proportions to model and solve fraction and percent problems with variables.

Apply multi-step, integrated, mathematical problem-solving strategies, persisting until a solution is found or it is clear no solution exits.

Use appropriate technology to represent the information and ideas in a problem.

Judging whether the strategy will result in an answer greater or less than the exact answer (M3.4.1)

Selecting, modifying, and applying a variety of problem-solving strategies (e.g., charts, graphing, inductive and deductive reasoning, Venn diagrams) and verifying the results (M7.4.2)

Evaluating, interpreting, and justifying solutions to problems by using an alternative strategy (M7.4.3)

Grade: 10
Use estimation to solve problems and to check the accuracy of solutions; state whether the estimation is greater or less than the exact answer.

Use ratios and proportions to model and solve fraction and percent problems with variables.

Apply multi-step, integrated, mathematical problem-solving strategies, persisting until a solution is found or it is clear no solution exits.

Use appropriate technology to represent the information and ideas in a problem.

Explaining why one strategy is more appropriate than another and determining why the estimation result is greater or less than the exact answer (M3.4.1)

Solving problems involving percent increase or decrease (M3.4.5)

Applying multi-step, integrated, mathematical problem-solving strategies (M7.4.2)

Verifying the answer by using an alternative strategy (M7.4.3)

Grade: 11
Use estimation to solve problems and to check the accuracy of solutions; state whether the estimation is greater or less than the exact answer.

Use ratios and proportions to model and solve fraction and percent problems with variables.

Apply multi-step, integrated, mathematical problem-solving strategies, persisting until a solution is found or it is clear no solution exits.

Use appropriate technology to represent the information and ideas in a problem.

Explaining why one strategy is more appropriate than another and determining why the estimation result is greater or less than the exact answer (M3.4.1)

Solving problems involving percent increase or decrease (M3.4.5)

Applying multi-step, integrated, mathematical problem-solving strategies (M7.4.2)

Verifying the answer by using an alternative strategy (M7.4.3)

Grade: 12
Use estimation to solve problems and to check the accuracy of solutions; state whether the estimation is greater or less than the exact answer.

Use ratios and proportions to model and solve fraction and percent problems with variables.

Apply multi-step, integrated, mathematical problem-solving strategies, persisting until a solution is found or it is clear no solution exits.

Use appropriate technology to represent the information and ideas in a problem.

Explaining why one strategy is more appropriate than another and determining why the estimation result is greater or less than the exact answer (M3.4.1)

Solving problems involving percent increase or decrease (M3.4.5)

Applying multi-step, integrated, mathematical problem-solving strategies (M7.4.2)

Verifying the answer by using an alternative strategy (M7.4.3)

Alabama  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 9
Students will practice listening and viewing skills in a variety of situations: Lectures.

Students will practice listening and viewing skills in a variety of situations: Multimedia presentations.

Grade: 10
Students will demonstrate listening skills: Standard English recognition.

Students will apply personal study skills: Listening actively.

Students will apply personal study skills: Reviewing with partner.

Grade: 11
Students will apply critical reading and viewing skills to analysis of print and nonprint media: Artistic value and literary elements.

Students will participate constructively in classroom and small-group discussion: Listening.

Grade: 12
Students will listen effectively in a wide range of circumstances.

Subject: Mathematics

Grade: 9
Finding the range of a function when given its domain.

Algebra: Students will use formulas or equations of functions to calculate outcomes of exponential growth or decay.

Identifying the domain and range of a relation given its graph, a table of values, or its equation, including those with restricted domains.

Algebra: Students will approximate solutions of trigonometric and exponential equations from tables and graphs.

Grade: 10
Finding the range of a function when given its domain.

Algebra: Students will use formulas or equations of functions to calculate outcomes of exponential growth or decay.

Identifying the domain and range of a relation given its graph, a table of values, or its equation, including those with restricted domains.

Algebra: Students will approximate solutions of trigonometric and exponential equations from tables and graphs.

Grade: 11
Finding the range of a function when given its domain.

Algebra: Students will use formulas or equations of functions to calculate outcomes of exponential growth or decay.

Identifying the domain and range of a relation given its graph, a table of values, or its equation, including those with restricted domains.

Algebra: Students will approximate solutions of trigonometric and exponential equations from tables and graphs.

Grade: 12
Finding the range of a function when given its domain.

Algebra: Students will use formulas or equations of functions to calculate outcomes of exponential growth or decay.

Identifying the domain and range of a relation given its graph, a table of values, or its equation, including those with restricted domains.

Algebra: Students will approximate solutions of trigonometric and exponential equations from tables and graphs.

Arkansas  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Listening for information and understanding: Establish purpose for listening.

Grade: 9
Listening for information, interpretation, critical analysis, and evaluation: Establish a purpose for listening and identify relevant information.

Analyzing media: Compare the advantages and disadvantages of various types of media.

Grade: 10
Listening for information, interpretation, critical analysis, and evaluation: Identify barriers to listening and generate methods to overcome them.

Evaluating media credibility: Identify and evaluate propaganda, disinformation, and censorship within a given medium.

Grade: 11
Listening for information, interpretation, critical analysis, and evaluation: Identify barriers to listening and generate methods to overcome them.

Evaluating media credibility: Use appropriate criteria to evaluate media with emphasis on prejudice, censorship, and disinformation.

Grade: 12
Listening for information, interpretation, critical analysis, and evaluation: Identify barriers to listening and generate methods to overcome them .

Evaluating media credibility: Use appropriate criteria to evaluate the impact of media on public opinion, trends, and beliefs.

Subject: Mathematics

Grade: 8
Represent, with and without appropriate technology, simple exponential and/or quadratic functions using verbal descriptions, tables, graphs and formulas and translate among these representations.

Grade: 9
Determine domain and range of a relation from an algebraic expression, graphs, set of ordered pairs, or table of data.

Determine the independent and dependent variables, domain and range of a relation from an algebraic expression, graph, set of ordered pairs, or table of data.

Determine the independent and dependent variables, domain and range of a relation from algebraic equations, graphs, sets of ordered pairs, or tables of data.

Determine, with or without technology, the domain and range of a relation defined by a graph, a table of values, or a symbolic equation including those with restricted domains and whether a relation is a function.

Evaluate, add, subtract, multiply, divide and compose functions and give appropriate domain and range restrictions.

Interpret and graph, with and without appropriate technology, exponential functions.

Solve, with and without appropriate technology, exponential equations, including real world problems.

Establish the relationship between exponential and logarithmic functions.

Evaluate, add, subtract, multiply, divide and compose functions and determine appropriate domain and range restrictions.

Establish the inverse relationship between exponential and logarithmic functions.

Solve, with and without appropriate technology, equations and real world problems involving exponential and logarithmic expressions graphically, algebraically and numerically.

Find, with and without appropriate technology, the domain, range, intercepts, and asymptotes of logarithmic and exponential functions.

Draw and analyze, with and without appropriate technology, graphs of logarithmic and exponential functions.

Identify exponential growth or decay by creating tables, graphs, and mathematical models.

Compare exponential models.

Compare and contrast linear and exponential models.

Grade: 10
Determine domain and range of a relation from an algebraic expression, graphs, set of ordered pairs, or table of data.

Determine the independent and dependent variables, domain and range of a relation from an algebraic expression, graph, set of ordered pairs, or table of data.

Determine the independent and dependent variables, domain and range of a relation from algebraic equations, graphs, sets of ordered pairs, or tables of data.

Determine, with or without technology, the domain and range of a relation defined by a graph, a table of values, or a symbolic equation including those with restricted domains and whether a relation is a function.

Evaluate, add, subtract, multiply, divide and compose functions and give appropriate domain and range restrictions.

Interpret and graph, with and without appropriate technology, exponential functions.

Solve, with and without appropriate technology, exponential equations, including real world problems.

Establish the relationship between exponential and logarithmic functions.

Evaluate, add, subtract, multiply, divide and compose functions and determine appropriate domain and range restrictions.

Establish the inverse relationship between exponential and logarithmic functions.

Solve, with and without appropriate technology, equations and real world problems involving exponential and logarithmic expressions graphically, algebraically and numerically.

Find, with and without appropriate technology, the domain, range, intercepts, and asymptotes of logarithmic and exponential functions.

Draw and analyze, with and without appropriate technology, graphs of logarithmic and exponential functions.

Identify exponential growth or decay by creating tables, graphs, and mathematical models.

Compare exponential models.

Compare and contrast linear and exponential models.

Grade: 11
Determine domain and range of a relation from an algebraic expression, graphs, set of ordered pairs, or table of data.

Determine the independent and dependent variables, domain and range of a relation from an algebraic expression, graph, set of ordered pairs, or table of data.

Determine the independent and dependent variables, domain and range of a relation from algebraic equations, graphs, sets of ordered pairs, or tables of data.

Determine, with or without technology, the domain and range of a relation defined by a graph, a table of values, or a symbolic equation including those with restricted domains and whether a relation is a function.

Evaluate, add, subtract, multiply, divide and compose functions and give appropriate domain and range restrictions.

Interpret and graph, with and without appropriate technology, exponential functions.

Solve, with and without appropriate technology, exponential equations, including real world problems.

Establish the relationship between exponential and logarithmic functions.

Evaluate, add, subtract, multiply, divide and compose functions and determine appropriate domain and range restrictions.

Establish the inverse relationship between exponential and logarithmic functions.

Solve, with and without appropriate technology, equations and real world problems involving exponential and logarithmic expressions graphically, algebraically and numerically.

Find, with and without appropriate technology, the domain, range, intercepts, and asymptotes of logarithmic and exponential functions.

Draw and analyze, with and without appropriate technology, graphs of logarithmic and exponential functions.

Identify exponential growth or decay by creating tables, graphs, and mathematical models.

Compare exponential models.

Compare and contrast linear and exponential models.

Grade: 12
Determine domain and range of a relation from an algebraic expression, graphs, set of ordered pairs, or table of data.

Determine the independent and dependent variables, domain and range of a relation from an algebraic expression, graph, set of ordered pairs, or table of data.

Determine the independent and dependent variables, domain and range of a relation from algebraic equations, graphs, sets of ordered pairs, or tables of data.

Determine, with or without technology, the domain and range of a relation defined by a graph, a table of values, or a symbolic equation including those with restricted domains and whether a relation is a function.

Evaluate, add, subtract, multiply, divide and compose functions and give appropriate domain and range restrictions.

Interpret and graph, with and without appropriate technology, exponential functions.

Solve, with and without appropriate technology, exponential equations, including real world problems.

Establish the relationship between exponential and logarithmic functions.

Evaluate, add, subtract, multiply, divide and compose functions and determine appropriate domain and range restrictions.

Establish the inverse relationship between exponential and logarithmic functions.

Solve, with and without appropriate technology, equations and real world problems involving exponential and logarithmic expressions graphically, algebraically and numerically.

Find, with and without appropriate technology, the domain, range, intercepts, and asymptotes of logarithmic and exponential functions.

Draw and analyze, with and without appropriate technology, graphs of logarithmic and exponential functions.

Identify exponential growth or decay by creating tables, graphs, and mathematical models.

Compare exponential models.

Compare and contrast linear and exponential models.

Arizona  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Predict, clarify, analyze and critique a speaker's information and point of view

Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions

Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness.

Grade: 9
Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

Proficiency: Analyze and evaluate the impact of visual media on the intended audience

Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media

Grade: 10
Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

Proficiency: Analyze and evaluate the impact of visual media on the intended audience

Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media

Grade: 11
Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

Proficiency: Analyze and evaluate the impact of visual media on the intended audience

Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media

Grade: 12
Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

Proficiency: Analyze and evaluate the impact of visual media on the intended audience

Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media

Subject: Mathematics

Grade: 8
Select the grade-level appropriate operation to solve word problems.

Solve word problems using grade-level appropriate operations and numbers.

Solve contextual problems using scatter plots, box-and-whiskers plots, and double line graphs of continuous data.

Solve contextual situations using probability (e.g., If the probability of Michelle making a free throw is 0.25, what is the probability that she will make three free throws in a row?).

Solve contextual problems represented by vertex-edge graphs.

Solve one-step equations that model contextual situations.

Solve a logic problem given the necessary information.

Grade: 9
Select the grade-level appropriate operation to solve word problems.

Solve word problems using grade-level appropriate operations and numbers.

Use combinations or permutations to solve contextual problems.

Determine domain and range for a function.

Solve problems using special case right triangles.

Solve contextual situations using angle and side length relationships.

Solve applied problems using similar triangles.

Select an algorithm that explains a particular mathematical process.

Grade: 10
Select the grade-level appropriate operation to solve word problems.

Solve word problems using grade-level appropriate operations and numbers.

Use combinations or permutations to solve contextual problems.

Determine domain and range for a function.

Solve problems using special case right triangles.

Solve contextual situations using angle and side length relationships.

Solve applied problems using similar triangles.

Select an algorithm that explains a particular mathematical process.

Grade: 11
Select the grade-level appropriate operation to solve word problems.

Solve word problems using grade-level appropriate operations and numbers.

Use combinations or permutations to solve contextual problems.

Determine domain and range for a function.

Solve problems using special case right triangles.

Solve contextual situations using angle and side length relationships.

Solve applied problems using similar triangles.

Select an algorithm that explains a particular mathematical process.

Grade: 12
Select the grade-level appropriate operation to solve word problems.

Solve word problems using grade-level appropriate operations and numbers.

Use combinations or permutations to solve contextual problems.

Determine domain and range for a function.

Solve problems using special case right triangles.

Solve contextual situations using angle and side length relationships.

Solve applied problems using similar triangles.

Select an algorithm that explains a particular mathematical process.

California  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Comprehension: Paraphrase a speaker's purpose and point of view and ask relevant questions concerning the speaker's content, delivery, and purpose.

Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

Grade: 9
Analysis and Evaluation of Oral and Media Communications: Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

Analysis and Evaluation of Oral and Media Communications: Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).

Grade: 10
Analysis and Evaluation of Oral and Media Communications: Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.

Analysis and Evaluation of Oral and Media Communications: Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).

Grade: 11
Comprehension: Recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language).

Comprehension: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

Analysis and Evaluation of Oral and Media Communications: Identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Welles' radio broadcast 'War of the Worlds').

Grade: 12
Comprehension: Recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language).

Comprehension: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

Analysis and Evaluation of Oral and Media Communications: Identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Welles' radio broadcast 'War of the Worlds').

Subject: Mathematics

Grade: 8
Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression.

Students perform basic constructions with a straightedge and compass, such as angle bisectors, perpendicular bisectors, and the line parallel to a given line through a point off the line.

Students know the laws of fractional exponents, understand exponential functions, and use these functions in problems involving exponential growth and decay.

Students determine whether a specific algebraic statement involving rational expressions, radical expressions, or logarithmic or exponential functions is sometimes true, always true, or never true.

Grade: 9
Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression.

Students perform basic constructions with a straightedge and compass, such as angle bisectors, perpendicular bisectors, and the line parallel to a given line through a point off the line.

Students know the laws of fractional exponents, understand exponential functions, and use these functions in problems involving exponential growth and decay.

Students determine whether a specific algebraic statement involving rational expressions, radical expressions, or logarithmic or exponential functions is sometimes true, always true, or never true.

Grade: 10
Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression.

Students perform basic constructions with a straightedge and compass, such as angle bisectors, perpendicular bisectors, and the line parallel to a given line through a point off the line.

Students know the laws of fractional exponents, understand exponential functions, and use these functions in problems involving exponential growth and decay.

Students determine whether a specific algebraic statement involving rational expressions, radical expressions, or logarithmic or exponential functions is sometimes true, always true, or never true.

Grade: 11
Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression.

Students perform basic constructions with a straightedge and compass, such as angle bisectors, perpendicular bisectors, and the line parallel to a given line through a point off the line.

Students know the laws of fractional exponents, understand exponential functions, and use these functions in problems involving exponential growth and decay.

Students determine whether a specific algebraic statement involving rational expressions, radical expressions, or logarithmic or exponential functions is sometimes true, always true, or never true.

Students derive derivative formulas and use them to find the derivatives of algebraic, trigonometric, inverse trigonometric, exponential, and logarithmic functions.

Grade: 12
Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression.

Students perform basic constructions with a straightedge and compass, such as angle bisectors, perpendicular bisectors, and the line parallel to a given line through a point off the line.

Students know the laws of fractional exponents, understand exponential functions, and use these functions in problems involving exponential growth and decay.

Students determine whether a specific algebraic statement involving rational expressions, radical expressions, or logarithmic or exponential functions is sometimes true, always true, or never true.

Students derive derivative formulas and use them to find the derivatives of algebraic, trigonometric, inverse trigonometric, exponential, and logarithmic functions.

Canada  Back to Top

Subject: Language Arts

Grade: 8
Consider others' ideas: Acknowledge the value of others' ideas and opinions in exploring and extending personal interpretations and perspectives.

Appreciate the artistry of texts: Discuss how techniques, such as word choice, balance, camera angles, line and framing, communicate meaning and enhance effects in oral, print and other media texts.

Experiment with language: Identify creative uses of language and visuals in popular culture, such as commercials, rock videos and magazines; explain how imagery and figurative language, such as hyperbole, create tone and mood.

Use effective oral and visual communication: Demonstrate attentive listening and viewing.

Grade: 9
Appreciate the artistry of texts: Discuss how techniques, such as irony, symbolism, perspective and proportion, communicate meaning and enhance effect in oral, print and other media texts.

Understand forms and genres: Evaluate the effectiveness of different types of media texts for presenting ideas and information.

Understand techniques and elements: Evaluate the effectiveness of oral, print and other media texts, considering the believability of plot and setting, the credibility of characters, and the development and resolution of conflict.

Understand techniques and elements: Identify ways that a change in narrator might affect the overall meaning of oral, print and other media texts.

Experiment with language: Analyze creative uses of language and visuals in popular culture, such as advertisements, electronic magazines and the Internet; recognize how imagery and figurative language, such as metaphor, create a dominant impression, mood and tone.

Relate texts to culture: Analyze how oral, print and other media texts reflect the traditions, beliefs and technologies of different cultures, communities or periods in history.

Grade: 10
Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe character and characterization in terms of consistency of behaviour, motivation and plausibility.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe elements found in a variety of communication situations, and explain how these elements influence the creation of texts [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present in the communication situation].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe and address audience factors that affect text creation [such as age, prior knowledge, gender, culture, values, interests, attitudes, position of authority and power of decision].

Describe the effects of own use of stylistic techniques and rhetorical devices [for example, describe the clarity achieved by arranging words and phrases in lists; describe the emphasis created by using repetition, balance or parallel structure; and describe the audience effects achieved by using visual elements and sounds in presentations and multimedia texts].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Analyze the relationship between a text creator's ideas and opinions and his or her underlying assumptions [such as those deriving from ideology or social status].

Explain the text creator's purpose, including implicit purpose when applicable; describe whether or not the purpose was achieved [for example, describe an author's use of juxtaposition to develop a contradictory impression of a character]; and assess the suitability of a text to the target audience.

Analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Paraphrase key messages in a specific text and identify elements present in the communication situation, in order to describe the text creator's purpose and target audience [for example, understand the subtext in a television commercial to know the intended audience].

Explain how a text can be studied to understand the context - or aspects of the communication situation within which the text was created [for example, recognize that specialized terminology in a text may represent a particular occupational group and provide insight in understanding the text; understand current issues to recognize satire in a political cartoon].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the authenticity of the setting of a work of historical fiction].

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Explain the text creator's purpose, and assess the suitability of the text to the target audience in terms of the text creator's purpose [for example, assess the suitability of a feature film targeted to a young adult audience in terms of appropriateness of content].

Analyze elements present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Explain the relationship between text and context in terms of how elements in an environment can affect the way in which a text is created.

Describe how some forms are more appropriate than others to achieve a particular purpose with an intended audience.

Explain how various audience factors may have influenced a text creator's choice of form and medium.

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Select an effective medium appropriate to content and context; and explain the interplay of medium, context and content [for example, select a medium like television, and assess the interplay of medium, context and content by examining the role that investigative reporters play in reporting world events in a timely and interesting manner].

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Grade: 11
Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe character and characterization in terms of consistency of behaviour, motivation and plausibility.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe elements found in a variety of communication situations, and explain how these elements influence the creation of texts [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present in the communication situation].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe and address audience factors that affect text creation [such as age, prior knowledge, gender, culture, values, interests, attitudes, position of authority and power of decision].

Describe the effects of own use of stylistic techniques and rhetorical devices [for example, describe the clarity achieved by arranging words and phrases in lists; describe the emphasis created by using repetition, balance or parallel structure; and describe the audience effects achieved by using visual elements and sounds in presentations and multimedia texts].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Analyze the relationship between a text creator's ideas and opinions and his or her underlying assumptions [such as those deriving from ideology or social status].

Explain the text creator's purpose, including implicit purpose when applicable; describe whether or not the purpose was achieved [for example, describe an author's use of juxtaposition to develop a contradictory impression of a character]; and assess the suitability of a text to the target audience.

Analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Paraphrase key messages in a specific text and identify elements present in the communication situation, in order to describe the text creator's purpose and target audience [for example, understand the subtext in a television commercial to know the intended audience].

Explain how a text can be studied to understand the context - or aspects of the communication situation within which the text was created [for example, recognize that specialized terminology in a text may represent a particular occupational group and provide insight in understanding the text; understand current issues to recognize satire in a political cartoon].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the authenticity of the setting of a work of historical fiction].

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Explain the text creator's purpose, and assess the suitability of the text to the target audience in terms of the text creator's purpose [for example, assess the suitability of a feature film targeted to a young adult audience in terms of appropriateness of content].

Analyze elements present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Explain the relationship between text and context in terms of how elements in an environment can affect the way in which a text is created.

Describe how some forms are more appropriate than others to achieve a particular purpose with an intended audience.

Explain how various audience factors may have influenced a text creator's choice of form and medium.

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Select an effective medium appropriate to content and context; and explain the interplay of medium, context and content [for example, select a medium like television, and assess the interplay of medium, context and content by examining the role that investigative reporters play in reporting world events in a timely and interesting manner].

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Grade: 12
Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe character and characterization in terms of consistency of behaviour, motivation and plausibility.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe elements found in a variety of communication situations, and explain how these elements influence the creation of texts [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present in the communication situation].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe and address audience factors that affect text creation [such as age, prior knowledge, gender, culture, values, interests, attitudes, position of authority and power of decision].

Describe the effects of own use of stylistic techniques and rhetorical devices [for example, describe the clarity achieved by arranging words and phrases in lists; describe the emphasis created by using repetition, balance or parallel structure; and describe the audience effects achieved by using visual elements and sounds in presentations and multimedia texts].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Analyze the relationship between a text creator's ideas and opinions and his or her underlying assumptions [such as those deriving from ideology or social status].

Explain the text creator's purpose, including implicit purpose when applicable; describe whether or not the purpose was achieved [for example, describe an author's use of juxtaposition to develop a contradictory impression of a character]; and assess the suitability of a text to the target audience.

Analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Paraphrase key messages in a specific text and identify elements present in the communication situation, in order to describe the text creator's purpose and target audience [for example, understand the subtext in a television commercial to know the intended audience].

Explain how a text can be studied to understand the context - or aspects of the communication situation within which the text was created [for example, recognize that specialized terminology in a text may represent a particular occupational group and provide insight in understanding the text; understand current issues to recognize satire in a political cartoon].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the authenticity of the setting of a work of historical fiction].

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Explain the text creator's purpose, and assess the suitability of the text to the target audience in terms of the text creator's purpose [for example, assess the suitability of a feature film targeted to a young adult audience in terms of appropriateness of content].

Analyze elements present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Explain the relationship between text and context in terms of how elements in an environment can affect the way in which a text is created.

Describe how some forms are more appropriate than others to achieve a particular purpose with an intended audience.

Explain how various audience factors may have influenced a text creator's choice of form and medium.

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Select an effective medium appropriate to content and context; and explain the interplay of medium, context and content [for example, select a medium like television, and assess the interplay of medium, context and content by examining the role that investigative reporters play in reporting world events in a timely and interesting manner].

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Subject: Mathematics

Grade: 8
Use concepts of rate, ratio, proportion and per cent to solve problems in meaningful contexts. [E, PS, T]

Calculate combined percentages in a variety of meaningful contexts. [CN, E, PS, T]

Describe, analyze and solve network problems; e.g., bus routes, a telephone exchange. [C, E, PS]

Grade: 9
Solve problems, using rational numbers in meaningful contexts. [CN, PS]

Use logic and divergent thinking to present mathematical arguments in solving problems. [C, PS, R]

Solve and verify first-degree, single-variable equations of forms, such as: ax=b+cx; a(x+b)=c, ax+b=cx+d, a(bx+c)=d(ex+f), a/x=b, where a, b, c, d, e and f are all rational numbers (with a focus on integers), and use equations of this type to model and solve problem situations. [C, PS, V]

Model and then solve given problem situations involving only one right triangle. [PS, T, V]

Calculate and apply the rate of volume to surface area to solve design problems in three dimensions. [PS, T, V]

Calculate and apply the rate of area to perimeter to solve design problems in two dimensions. [PS, T, V]

Recognize when, and explain why, two triangles are similar, and use the properties of similar triangles to solve problems. [C, PS, R, T]

Recognize when, and explain why, two triangles are congruent, and use the properties of congruent triangles to solve problems. [C, CN, PS, R, T]

Recognize and draw the locus of points in solving practical problems. [PS, T, V]

Grade: 10
Solve problems involving multiple steps and multiple operations, and accept that other methods may be equally valid. [PS] (5-13)

Use a variety of methods to solve problems, such as drawing a diagram, making a table, guessing and testing, using objects to model, making it simpler, looking for a pattern, using logical reasoning and working backward. [PS, R, T, V] (6-14)

Generalize a pattern arising from a problem-solving context, using mathematical expressions and equations, and verify by substitution. [C, CN, PS, R] (8-1, 9-1)

Solve and verify first-degree, single variable equations of the form: ax=b+cx; a(x+b)=c; ax+b=cx+d; a(bx+c)=d(ex+f); a/x=b - where a, b, c, d, e and f are rational numbers (with a focus on integers); and use equations of this type to model and solve problem situations. [C, PS, V] (9-5)

Model and then solve given problem situations involving only one right triangle. [PS, T, V] (9-4)

Recognize when, and explain why, two triangles are similar; and use the properties of similar triangles to solve problems. [C, PS, R, T] (9-8)

Read the problem thoroughly.

Identify and clarify key components.

Restate the problem, using familiar terms.

Determine hidden assumptions.

Ask relevant questions.

Diagram or model the problem situation.

Formulate situations into identifiable problems.

Conduct an investigation.

Use estimation and approximation.

Develop equations or use formulae.

Use flow charts.

Make lists and charts.

Look for patterns.

Work backward.

Look for a simpler or related problem.

Make diagrams or models.

Use manipulatives.

Choose and sequence a series of mathematical operations.

Sketch the graph of a problem situation.

Establish procedures to gather and organize data.

Apply empirical or inductive processes.

Use geometric construction and measurement techniques.

Make and test a conjecture.

Apply selected strategies.

Present ideas clearly.

Document the solution process.

Use appropriate group behaviours.

Use calculators and computers.

Evaluate problem-solving strategies for effectiveness.

Alter or abandon non-productive strategies.

Search for additional information.

Ask questions.

Be open to inspirations, intuitions and 'bright ideas'.

Determine the reasonableness of an answer.

Explain the solution in oral or written form.

Consider the possibility of additional solutions.

Search for other strategies and processes of solution.

Create and solve similar problems.

Note the characteristics that will be identifiable in similar problems.

Make a generalization.

Examine the assumptions made and simplifications and modifications used for accuracy, effectiveness and efficiency.

Solve problems involving the use of rates and unit rates.

Solve problems using proportions.

Solve problems that involve the use of percents.

Design and carry out a simple statistical project involving the collection, organization, presentation and analysis of data gathered from an appropriate sample.

Solve problems, using the properties of similar polygons.

Solve problems involving the relationships amongst intersecting and parallel lines and the angles they form to solve problems involving the measure of unknown angles.

Solve problems that can be represented by first degree equations in one variable.

Read the problem thoroughly.

Restate the problem, using familiar terms.

Determine hidden assumptions.

Ask relevant questions.

Diagram or model the problem situation.

Formulate situations into identifiable problems.

Conduct an investigation.

Use estimation and approximation.

Develop equations or use formulae.

Make lists and charts.

Look for patterns.

Work backward.

Break the problem into smaller parts.

Look for a simpler or related problem.

Make diagrams or models.

Use manipulatives.

Choose and sequence a series of mathematical operations.

Sketch the graph of a problem situation.

Establish procedures to gather and organize data.

Apply empirical or inductive processes.

Use geometric construction and measurement techniques.

Make and test a conjecture.

Apply selected strategies.

Present ideas clearly.

Document the solution process.

Use appropriate group behaviours.

Use calculators and computers.

Evaluate problem-solving strategies for effectiveness.

Alter or abandon non-productive strategies.

Search for additional information.

Ask questions.

Be open to inspirations, intuitions and 'bright ideas'.

Determine the reasonableness of an answer.

Explain the solution, in oral or written form.

Consider the possibility of additional solutions.

Search for other strategies and processes of solution.

Create and solve similar problems.

Note the characteristics that will be identifiable in similar problems.

Make a generalization.

Examine the assumption made and simplifications and modifications used for accuracy, effectiveness and efficiency.

Select and apply appropriate instruments, units of measure (in SI and imperial systems) and measurement strategies to find lengths, areas and volumes. [E, PS, T]

Analyze the limitations of measuring instruments and measurement strategies, using the concepts of precision and accuracy. [C, R]

Solve problems involving length, area, volume, time, mass and rates derived from these. [C, E, PS]

Interpret drawings, and use the information to solve problems. [C, PS, V]

Determine the domain and range of a relation from its graph. [PS, V]

Determine the following characteristics of the graph of a linear function, given its equation in any of the forms y=mx+b, y-y1=m(x-x1), Ax+By+C=0, Ax + By = C: intercepts, slope, domain, range. [PS, V]

Use best-fit linear equations and their associated graphs to make predictions and solve problems. [C, CN, PS, T, V]

Interpret the correlation coefficient r and its limitations for varying problem situations, using relevant scatterplots. [C, R, V]

Determine the following characteristics of the graph of a quadratic function: vertex, domain and range, axis of symmetry, intercepts. [C, PS, T, V]

Collect experimental data, graph the data using technology, and represent the data with best-fit exponential or quadratic functions of the form: y = abx; y = ax2 + bx + c. [C, CN, PS, T, V]

Use best-fit exponential and quadratic functions and their associated graphs to make predictions and solve problems. [C, CN, PS, T, V]

Explain the significance of the parameters in the equations for exponential and quadratic functions of the form: y = abx _ parameters a, b; y = ax2 + bx + c _ parameters a, c. [C, CN, R, V]

Use expressions containing variables to describe problem contexts and solutions. [C, CN, PS, R]

Design and solve linear and nonlinear systems, in two variables, to model problem situations. [C, CN, PS, R, V]

Apply linear programming to find optimal solutions to decision-making problems. [C, PS, R, T, V]

Solve consumer problems, including: wages earned in various situations, property taxation, exchange rates, unit prices. [CN, E, PS, R, T]

Solve budget problems, using graphs and tables to communicate solutions. [C, PS, T, V]

Use properties of circles and polygons to solve design and layout problems. [CN, PS, V]

Design an appropriate measuring process or device to solve a problem. [E, PS, V]

Solve pathway problems, interpreting and applying any constraints. [PS, R]

Model and solve consumer and network problems, performing matrix operations and using algebraic solution strategies as needed. [CN, PS, T, V]

Solve problems using the probabilities of mutually exclusive and complementary events. [CN, PS, R]

Use technology to generate and graph sequences that model real-life phenomena. [PS, T, V]

Use dimensions and unit prices to solve problems involving perimeter, area and volume. [E, PS, V]

Solve problems involving estimation and cost for objects, shapes or processes when a design is given. [C, E, PS]

Use appropriate variables to design an object, shape, layout or process within a specified budget. [C, PS, R, V]

Use mathematical models to estimate the solutions to complex measurement problems. [E, V]

Patterns: Use expressions to represent general terms and sums for arithmetic growth, and apply these expressions to solve problems. [CN, PS, R, T]

Patterns: Generate number patterns exhibiting geometric growth. [E, R]

Relations and Functions: Determine the domain and range of a relation from its graph. [PS, V]

Relations and Functions: Determine the following characteristics of the graph of a linear function, given its equation: intercepts, slope, domain, range. [PS, V]

Number Operations: Communicate a set of instructions used to solve an arithmetic problem. [C]

Relations and Functions: Determine the following characteristics of the graph of a quadratic function: vertex, domain and range, axis of symmetry, intercepts. [C, PS, T, V]

Relations and Functions: Model real-world situations, using quadratic functions. [CN, PS]

Relations and Functions: Formulate and apply strategies to solve: absolute value equations, radical equations, rational equations, quadratic inequalities, polynomial inequalities. [CN, R, T, V]

3-D Objects and 2-D Shapes: Solve problems, using a variety of circle properties and relevant trigonometric ratios, and justify the solution strategy used. [PS, R, V]

Number Operations: Plot and describe financial data of exponential form. [C, T, V]

Patterns: Derive and apply expressions to represent general terms and sums for geometric growth and to solve problems. [CN, R, T]

Patterns: Connect geometric sequences to exponential functions over the natural numbers. [E, R, V]

Variables and Equations: Solve exponential equations having bases that are powers of one another. [E, R]

Variables and Equations: Use the laws of exponents and logarithms to: solve and verify exponential equations and identities, solve logarithmic equations, simplify logarithmic expressions. [R]

Relations and Equations: Graph and analyze an exponential function, using technology. [R, T, V]

Relations and Equations: Model, graph and apply exponential functions to solve problems. [PS, T, V]

Relations and Equations: Change functions from exponential form to logarithmic form and vice versa. [CN]

Relations and Equations: Use logarithms to model practical problems. [CN, PS, V]

Relations and Equations: Graph and analyze logarithmic functions with and without technology. [R, T, V]

Relations and Equations: Use sine and cosine functions to model and solve problems. [PS, R, V]

Grade: 11
Solve problems involving multiple steps and multiple operations, and accept that other methods may be equally valid. [PS] (5-13)

Use a variety of methods to solve problems, such as drawing a diagram, making a table, guessing and testing, using objects to model, making it simpler, looking for a pattern, using logical reasoning and working backward. [PS, R, T, V] (6-14)

Generalize a pattern arising from a problem-solving context, using mathematical expressions and equations, and verify by substitution. [C, CN, PS, R] (8-1, 9-1)

Solve and verify first-degree, single variable equations of the form: ax=b+cx; a(x+b)=c; ax+b=cx+d; a(bx+c)=d(ex+f); a/x=b - where a, b, c, d, e and f are rational numbers (with a focus on integers); and use equations of this type to model and solve problem situations. [C, PS, V] (9-5)

Model and then solve given problem situations involving only one right triangle. [PS, T, V] (9-4)

Recognize when, and explain why, two triangles are similar; and use the properties of similar triangles to solve problems. [C, PS, R, T] (9-8)

Read the problem thoroughly.

Identify and clarify key components.

Restate the problem, using familiar terms.

Determine hidden assumptions.

Ask relevant questions.

Diagram or model the problem situation.

Formulate situations into identifiable problems.

Conduct an investigation.

Use estimation and approximation.

Develop equations or use formulae.

Use flow charts.

Make lists and charts.

Look for patterns.

Work backward.

Look for a simpler or related problem.

Make diagrams or models.

Use manipulatives.

Choose and sequence a series of mathematical operations.

Sketch the graph of a problem situation.

Establish procedures to gather and organize data.

Apply empirical or inductive processes.

Use geometric construction and measurement techniques.

Make and test a conjecture.

Apply selected strategies.

Present ideas clearly.

Document the solution process.

Use appropriate group behaviours.

Use calculators and computers.

Evaluate problem-solving strategies for effectiveness.

Alter or abandon non-productive strategies.

Search for additional information.

Ask questions.

Be open to inspirations, intuitions and 'bright ideas'.

Determine the reasonableness of an answer.

Explain the solution in oral or written form.

Consider the possibility of additional solutions.

Search for other strategies and processes of solution.

Create and solve similar problems.

Note the characteristics that will be identifiable in similar problems.

Make a generalization.

Examine the assumptions made and simplifications and modifications used for accuracy, effectiveness and efficiency.

Solve problems involving the use of rates and unit rates.

Solve problems using proportions.

Solve problems that involve the use of percents.

Design and carry out a simple statistical project involving the collection, organization, presentation and analysis of data gathered from an appropriate sample.

Solve problems, using the properties of similar polygons.

Solve problems involving the relationships amongst intersecting and parallel lines and the angles they form to solve problems involving the measure of unknown angles.

Solve problems that can be represented by first degree equations in one variable.

Read the problem thoroughly.

Restate the problem, using familiar terms.

Determine hidden assumptions.

Ask relevant questions.

Diagram or model the problem situation.

Formulate situations into identifiable problems.

Conduct an investigation.

Use estimation and approximation.

Develop equations or use formulae.

Make lists and charts.

Look for patterns.

Work backward.

Break the problem into smaller parts.

Look for a simpler or related problem.

Make diagrams or models.

Use manipulatives.

Choose and sequence a series of mathematical operations.

Sketch the graph of a problem situation.

Establish procedures to gather and organize data.

Apply empirical or inductive processes.

Use geometric construction and measurement techniques.

Make and test a conjecture.

Apply selected strategies.

Present ideas clearly.

Document the solution process.

Use appropriate group behaviours.

Use calculators and computers.

Evaluate problem-solving strategies for effectiveness.

Alter or abandon non-productive strategies.

Search for additional information.

Ask questions.

Be open to inspirations, intuitions and 'bright ideas'.

Determine the reasonableness of an answer.

Explain the solution, in oral or written form.

Consider the possibility of additional solutions.

Search for other strategies and processes of solution.

Create and solve similar problems.

Note the characteristics that will be identifiable in similar problems.

Make a generalization.

Examine the assumption made and simplifications and modifications used for accuracy, effectiveness and efficiency.

Select and apply appropriate instruments, units of measure (in SI and imperial systems) and measurement strategies to find lengths, areas and volumes. [E, PS, T]

Analyze the limitations of measuring instruments and measurement strategies, using the concepts of precision and accuracy. [C, R]

Solve problems involving length, area, volume, time, mass and rates derived from these. [C, E, PS]

Interpret drawings, and use the information to solve problems. [C, PS, V]

Determine the domain and range of a relation from its graph. [PS, V]

Determine the following characteristics of the graph of a linear function, given its equation in any of the forms y=mx+b, y-y1=m(x-x1), Ax+By+C=0, Ax + By = C: intercepts, slope, domain, range. [PS, V]

Use best-fit linear equations and their associated graphs to make predictions and solve problems. [C, CN, PS, T, V]

Interpret the correlation coefficient r and its limitations for varying problem situations, using relevant scatterplots. [C, R, V]

Determine the following characteristics of the graph of a quadratic function: vertex, domain and range, axis of symmetry, intercepts. [C, PS, T, V]

Collect experimental data, graph the data using technology, and represent the data with best-fit exponential or quadratic functions of the form: y = abx; y = ax2 + bx + c. [C, CN, PS, T, V]

Use best-fit exponential and quadratic functions and their associated graphs to make predictions and solve problems. [C, CN, PS, T, V]

Explain the significance of the parameters in the equations for exponential and quadratic functions of the form: y = abx _ parameters a, b; y = ax2 + bx + c _ parameters a, c. [C, CN, R, V]

Use expressions containing variables to describe problem contexts and solutions. [C, CN, PS, R]

Design and solve linear and nonlinear systems, in two variables, to model problem situations. [C, CN, PS, R, V]

Apply linear programming to find optimal solutions to decision-making problems. [C, PS, R, T, V]

Solve consumer problems, including: wages earned in various situations, property taxation, exchange rates, unit prices. [CN, E, PS, R, T]

Solve budget problems, using graphs and tables to communicate solutions. [C, PS, T, V]

Use properties of circles and polygons to solve design and layout problems. [CN, PS, V]

Design an appropriate measuring process or device to solve a problem. [E, PS, V]

Solve pathway problems, interpreting and applying any constraints. [PS, R]

Model and solve consumer and network problems, performing matrix operations and using algebraic solution strategies as needed. [CN, PS, T, V]

Solve problems using the probabilities of mutually exclusive and complementary events. [CN, PS, R]

Use technology to generate and graph sequences that model real-life phenomena. [PS, T, V]

Use dimensions and unit prices to solve problems involving perimeter, area and volume. [E, PS, V]

Solve problems involving estimation and cost for objects, shapes or processes when a design is given. [C, E, PS]

Use appropriate variables to design an object, shape, layout or process within a specified budget. [C, PS, R, V]

Use mathematical models to estimate the solutions to complex measurement problems. [E, V]

Patterns: Use expressions to represent general terms and sums for arithmetic growth, and apply these expressions to solve problems. [CN, PS, R, T]

Patterns: Generate number patterns exhibiting geometric growth. [E, R]

Relations and Functions: Determine the domain and range of a relation from its graph. [PS, V]

Relations and Functions: Determine the following characteristics of the graph of a linear function, given its equation: intercepts, slope, domain, range. [PS, V]

Number Operations: Communicate a set of instructions used to solve an arithmetic problem. [C]

Relations and Functions: Determine the following characteristics of the graph of a quadratic function: vertex, domain and range, axis of symmetry, intercepts. [C, PS, T, V]

Relations and Functions: Model real-world situations, using quadratic functions. [CN, PS]

Relations and Functions: Formulate and apply strategies to solve: absolute value equations, radical equations, rational equations, quadratic inequalities, polynomial inequalities. [CN, R, T, V]

3-D Objects and 2-D Shapes: Solve problems, using a variety of circle properties and relevant trigonometric ratios, and justify the solution strategy used. [PS, R, V]

Number Operations: Plot and describe financial data of exponential form. [C, T, V]

Patterns: Derive and apply expressions to represent general terms and sums for geometric growth and to solve problems. [CN, R, T]

Patterns: Connect geometric sequences to exponential functions over the natural numbers. [E, R, V]

Variables and Equations: Solve exponential equations having bases that are powers of one another. [E, R]

Variables and Equations: Use the laws of exponents and logarithms to: solve and verify exponential equations and identities, solve logarithmic equations, simplify logarithmic expressions. [R]

Relations and Equations: Graph and analyze an exponential function, using technology. [R, T, V]

Relations and Equations: Model, graph and apply exponential functions to solve problems. [PS, T, V]

Relations and Equations: Change functions from exponential form to logarithmic form and vice versa. [CN]

Relations and Equations: Use logarithms to model practical problems. [CN, PS, V]

Relations and Equations: Graph and analyze logarithmic functions with and without technology. [R, T, V]

Relations and Equations: Use sine and cosine functions to model and solve problems. [PS, R, V]

Grade: 12
Solve problems involving multiple steps and multiple operations, and accept that other methods may be equally valid. [PS] (5-13)

Use a variety of methods to solve problems, such as drawing a diagram, making a table, guessing and testing, using objects to model, making it simpler, looking for a pattern, using logical reasoning and working backward. [PS, R, T, V] (6-14)

Generalize a pattern arising from a problem-solving context, using mathematical expressions and equations, and verify by substitution. [C, CN, PS, R] (8-1, 9-1)

Solve and verify first-degree, single variable equations of the form: ax=b+cx; a(x+b)=c; ax+b=cx+d; a(bx+c)=d(ex+f); a/x=b - where a, b, c, d, e and f are rational numbers (with a focus on integers); and use equations of this type to model and solve problem situations. [C, PS, V] (9-5)

Model and then solve given problem situations involving only one right triangle. [PS, T, V] (9-4)

Recognize when, and explain why, two triangles are similar; and use the properties of similar triangles to solve problems. [C, PS, R, T] (9-8)

Read the problem thoroughly.

Identify and clarify key components.

Restate the problem, using familiar terms.

Determine hidden assumptions.

Ask relevant questions.

Diagram or model the problem situation.

Formulate situations into identifiable problems.

Conduct an investigation.

Use estimation and approximation.

Develop equations or use formulae.

Use flow charts.

Make lists and charts.

Look for patterns.

Work backward.

Look for a simpler or related problem.

Make diagrams or models.

Use manipulatives.

Choose and sequence a series of mathematical operations.

Sketch the graph of a problem situation.

Establish procedures to gather and organize data.

Apply empirical or inductive processes.

Use geometric construction and measurement techniques.

Make and test a conjecture.

Apply selected strategies.

Present ideas clearly.

Document the solution process.

Use appropriate group behaviours.

Use calculators and computers.

Evaluate problem-solving strategies for effectiveness.

Alter or abandon non-productive strategies.

Search for additional information.

Ask questions.

Be open to inspirations, intuitions and 'bright ideas'.

Determine the reasonableness of an answer.

Explain the solution in oral or written form.

Consider the possibility of additional solutions.

Search for other strategies and processes of solution.

Create and solve similar problems.

Note the characteristics that will be identifiable in similar problems.

Make a generalization.

Examine the assumptions made and simplifications and modifications used for accuracy, effectiveness and efficiency.

Solve problems involving the use of rates and unit rates.

Solve problems using proportions.

Solve problems that involve the use of percents.

Design and carry out a simple statistical project involving the collection, organization, presentation and analysis of data gathered from an appropriate sample.

Solve problems, using the properties of similar polygons.

Solve problems involving the relationships amongst intersecting and parallel lines and the angles they form to solve problems involving the measure of unknown angles.

Solve problems that can be represented by first degree equations in one variable.

Read the problem thoroughly.

Restate the problem, using familiar terms.

Determine hidden assumptions.

Ask relevant questions.

Diagram or model the problem situation.

Formulate situations into identifiable problems.

Conduct an investigation.

Use estimation and approximation.

Develop equations or use formulae.

Make lists and charts.

Look for patterns.

Work backward.

Break the problem into smaller parts.

Look for a simpler or related problem.

Make diagrams or models.

Use manipulatives.

Choose and sequence a series of mathematical operations.

Sketch the graph of a problem situation.

Establish procedures to gather and organize data.

Apply empirical or inductive processes.

Use geometric construction and measurement techniques.

Make and test a conjecture.

Apply selected strategies.

Present ideas clearly.

Document the solution process.

Use appropriate group behaviours.

Use calculators and computers.

Evaluate problem-solving strategies for effectiveness.

Alter or abandon non-productive strategies.

Search for additional information.

Ask questions.

Be open to inspirations, intuitions and 'bright ideas'.

Determine the reasonableness of an answer.

Explain the solution, in oral or written form.

Consider the possibility of additional solutions.

Search for other strategies and processes of solution.

Create and solve similar problems.

Note the characteristics that will be identifiable in similar problems.

Make a generalization.

Examine the assumption made and simplifications and modifications used for accuracy, effectiveness and efficiency.

Select and apply appropriate instruments, units of measure (in SI and imperial systems) and measurement strategies to find lengths, areas and volumes. [E, PS, T]

Analyze the limitations of measuring instruments and measurement strategies, using the concepts of precision and accuracy. [C, R]

Solve problems involving length, area, volume, time, mass and rates derived from these. [C, E, PS]

Interpret drawings, and use the information to solve problems. [C, PS, V]

Determine the domain and range of a relation from its graph. [PS, V]

Determine the following characteristics of the graph of a linear function, given its equation in any of the forms y=mx+b, y-y1=m(x-x1), Ax+By+C=0, Ax + By = C: intercepts, slope, domain, range. [PS, V]

Use best-fit linear equations and their associated graphs to make predictions and solve problems. [C, CN, PS, T, V]

Interpret the correlation coefficient r and its limitations for varying problem situations, using relevant scatterplots. [C, R, V]

Determine the following characteristics of the graph of a quadratic function: vertex, domain and range, axis of symmetry, intercepts. [C, PS, T, V]

Collect experimental data, graph the data using technology, and represent the data with best-fit exponential or quadratic functions of the form: y = abx; y = ax2 + bx + c. [C, CN, PS, T, V]

Use best-fit exponential and quadratic functions and their associated graphs to make predictions and solve problems. [C, CN, PS, T, V]

Explain the significance of the parameters in the equations for exponential and quadratic functions of the form: y = abx _ parameters a, b; y = ax2 + bx + c _ parameters a, c. [C, CN, R, V]

Use expressions containing variables to describe problem contexts and solutions. [C, CN, PS, R]

Design and solve linear and nonlinear systems, in two variables, to model problem situations. [C, CN, PS, R, V]

Apply linear programming to find optimal solutions to decision-making problems. [C, PS, R, T, V]

Solve consumer problems, including: wages earned in various situations, property taxation, exchange rates, unit prices. [CN, E, PS, R, T]

Solve budget problems, using graphs and tables to communicate solutions. [C, PS, T, V]

Use properties of circles and polygons to solve design and layout problems. [CN, PS, V]

Design an appropriate measuring process or device to solve a problem. [E, PS, V]

Solve pathway problems, interpreting and applying any constraints. [PS, R]

Model and solve consumer and network problems, performing matrix operations and using algebraic solution strategies as needed. [CN, PS, T, V]

Solve problems using the probabilities of mutually exclusive and complementary events. [CN, PS, R]

Use technology to generate and graph sequences that model real-life phenomena. [PS, T, V]

Use dimensions and unit prices to solve problems involving perimeter, area and volume. [E, PS, V]

Solve problems involving estimation and cost for objects, shapes or processes when a design is given. [C, E, PS]

Use appropriate variables to design an object, shape, layout or process within a specified budget. [C, PS, R, V]

Use mathematical models to estimate the solutions to complex measurement problems. [E, V]

Patterns: Use expressions to represent general terms and sums for arithmetic growth, and apply these expressions to solve problems. [CN, PS, R, T]

Patterns: Generate number patterns exhibiting geometric growth. [E, R]

Relations and Functions: Determine the domain and range of a relation from its graph. [PS, V]

Relations and Functions: Determine the following characteristics of the graph of a linear function, given its equation: intercepts, slope, domain, range. [PS, V]

Number Operations: Communicate a set of instructions used to solve an arithmetic problem. [C]

Relations and Functions: Determine the following characteristics of the graph of a quadratic function: vertex, domain and range, axis of symmetry, intercepts. [C, PS, T, V]

Relations and Functions: Model real-world situations, using quadratic functions. [CN, PS]

Relations and Functions: Formulate and apply strategies to solve: absolute value equations, radical equations, rational equations, quadratic inequalities, polynomial inequalities. [CN, R, T, V]

3-D Objects and 2-D Shapes: Solve problems, using a variety of circle properties and relevant trigonometric ratios, and justify the solution strategy used. [PS, R, V]

Number Operations: Plot and describe financial data of exponential form. [C, T, V]

Patterns: Derive and apply expressions to represent general terms and sums for geometric growth and to solve problems. [CN, R, T]

Patterns: Connect geometric sequences to exponential functions over the natural numbers. [E, R, V]

Variables and Equations: Solve exponential equations having bases that are powers of one another. [E, R]

Variables and Equations: Use the laws of exponents and logarithms to: solve and verify exponential equations and identities, solve logarithmic equations, simplify logarithmic expressions. [R]

Relations and Equations: Graph and analyze an exponential function, using technology. [R, T, V]

Relations and Equations: Model, graph and apply exponential functions to solve problems. [PS, T, V]

Relations and Equations: Change functions from exponential form to logarithmic form and vice versa. [CN]

Relations and Equations: Use logarithms to model practical problems. [CN, PS, V]

Relations and Equations: Graph and analyze logarithmic functions with and without technology. [R, T, V]

Relations and Equations: Use sine and cosine functions to model and solve problems. [PS, R, V]

Colorado  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Mathematics

Grade: 10
Students know and are able to model real world phenomena involving linear, quadratic, and exponential relationships using multiple representations of rules that can take the form of a recursive process, a function, an equation, or an inequality.

Grade: 11
Students know and are able to analyze and explain the behaviors, transformations, and general properties of types of equations and functions (for example, linear, quadratic, exponential).

Grade: 12
Students know and are able to analyze and explain the behaviors, transformations, and general properties of types of equations and functions (for example, linear, quadratic, exponential).

Connecticut  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Mathematics

Grade: 8
Select and use appropriate measurement units and tools to make measurements to the degree of accuracy required by the situation.

Grade: 9
Choose appropriate tools and techniques to measure quantities to specified degrees of precision and accuracy.

Model real-world phenomena using polynomial, rational, trigonometric, logarithmic and exponential functions, noting restricted domains.

Grade: 10
Choose appropriate tools and techniques to measure quantities to specified degrees of precision and accuracy.

Model real-world phenomena using polynomial, rational, trigonometric, logarithmic and exponential functions, noting restricted domains.

Grade: 11
Choose appropriate tools and techniques to measure quantities to specified degrees of precision and accuracy.

Model real-world phenomena using polynomial, rational, trigonometric, logarithmic and exponential functions, noting restricted domains.

Grade: 12
Choose appropriate tools and techniques to measure quantities to specified degrees of precision and accuracy.

Model real-world phenomena using polynomial, rational, trigonometric, logarithmic and exponential functions, noting restricted domains.

District of Columbia  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
The student critiques objectively the overall effectiveness of the speaker's delivery.

Grade: 9
The student listens and interprets speaker's message.

The student detects speaker's slant, bias or stance.

The student comprehends purpose, theme, and point of view.

The student evaluates for purpose, fact/opinion, accuracy of evidence and organization.

Grade: 10
The student detects logic in arguments.

The student understands the speaker's bias.

The student critiques speaker's effectiveness.

The student detects fallacies or soundness in the speaker's argument.

The student identifies the speaker's tone.

Grade: 11
The student detects bias and other inconsistencies.

The student identifies specific sequence in speaker's conversations.

The student critiques objectively.

Grade: 12
The student understands the difference between listening and hearing.

The student critiques a public speaking performance using appropriate criteria.

The student critiques objectively.

Subject: Mathematics

Grade: 8
Performance Standards: The student generalizes patterns about linear, exponential and simple quadratic relationships and represents them with variables and expressions.

Grade: 9
Essential Skills: The student computes with exponential and radical expressions.

Performance Standards: The student solves equations symbolically, graphically, and numerically, especially linear, quadratic, and exponential equations.

Essential Skills: The student represents given situations with a linear, quadratic, exponential, or trigonometric function and makes projections about the situation based on the function.

Essential Skills: The student discovers, describes, generalizes and uses basic types of functions, including linear, exponential, periodic, power, rational, squares and square roots.

Technology Integration: The student demonstrates the appropriate use of graphing calculators to enhance mathematical concepts and as a problem-solving tool: graphs, examines and traces linear, quadratic and exponential functions.

Essential Skills: The student converts back and forth between logarithmic and exponential relationships.

Benchmark: The student will know when estimation is an appropriate response and determine the appropriate degree of accuracy and use the appropriate computational method to complete the associated computation.

Benchmark: The student will select and use appropriate computational methods with real and complex numbers (i. e. paper pencil, mental, calculators, or computers).

Performance Standards: The student uses arithmetic sequences and geometric sequences and their sums, and sees these as the discrete forms of linear and exponential functions respectively.

Essential Skills: The student determines the domain and range of a relation defined by a graph, a set of ordered pairs or a symbolic expression and determines whether that relation is a function.

Essential Skills: The student solves problems related to real-world events as linear, exponential, logarithmic, power or periodic; models phenomena algebraically and graphically using the appropriate kind of function; verifies results and justifies solution; and adapts these to similar situations.

Essential Skills: The student solves equations and inequalities involving exponents, logarithms polynomials and radicals.

Essential Skills: The student evaluates, adds, subtracts, multiplies, divides, and composes functions, and gives appropriate domain and range restrictions.

Essential Skills: The student explains the relationship between arithmetic/geometric sequences and linear/exponential functions.

Technology Integration: The student enters data of functions with various parameter changes in a spreadsheet and analyzes the resulting graphs: graphs, examines, and traces linear, quadratic, and exponential functions.

Technology Integration: The student enters data of functions with various parameter changes in a spreadsheet and analyzes the resulting graphs: graphs linear, quadratic, and exponential equations.

Benchmark: The student will apply the properties of number and operations to solve problems that involve equations, inequalities, matrices, and other discrete structures.

Benchmark: The student will apply the Pythagorean Theorem to solve real life problems.

Performance Standards: The student uses exponential and logarithmic functions to model data, and to solve problems.

Performance Standards: The student uses power, polynomial and rational functions to model data, for decision making and to solve problems.

Essential Skills: The student interprets identifies discrete and continuous domains.

Essential Skills: The student interprets solves problems related to exponential growth and decay.

Essential Skills: The student interprets determines domain and range.

Essential Skills: The student interprets converts between exponential and logarithmic functions.

Essential Skills: The student interprets describes the effect of parameter changes on graphs of exponential and logarithmic functions.

Essential Skills: The student interprets identifies discrete and continuous domains.

Technology Integration: The student demonstrates the appropriate use of graphing calculators to enhance mathematical concepts and as a problem-solving tool: graphs, examines and traces linear, quadratic, and exponential, trigonometric and rational functions.

Grade: 10
Essential Skills: The student computes with exponential and radical expressions.

Performance Standards: The student solves equations symbolically, graphically, and numerically, especially linear, quadratic, and exponential equations.

Essential Skills: The student represents given situations with a linear, quadratic, exponential, or trigonometric function and makes projections about the situation based on the function.

Essential Skills: The student discovers, describes, generalizes and uses basic types of functions, including linear, exponential, periodic, power, rational, squares and square roots.

Technology Integration: The student demonstrates the appropriate use of graphing calculators to enhance mathematical concepts and as a problem-solving tool: graphs, examines and traces linear, quadratic and exponential functions.

Essential Skills: The student converts back and forth between logarithmic and exponential relationships.

Benchmark: The student will know when estimation is an appropriate response and determine the appropriate degree of accuracy and use the appropriate computational method to complete the associated computation.

Benchmark: The student will select and use appropriate computational methods with real and complex numbers (i. e. paper pencil, mental, calculators, or computers).

Performance Standards: The student uses arithmetic sequences and geometric sequences and their sums, and sees these as the discrete forms of linear and exponential functions respectively.

Essential Skills: The student determines the domain and range of a relation defined by a graph, a set of ordered pairs or a symbolic expression and determines whether that relation is a function.

Essential Skills: The student solves problems related to real-world events as linear, exponential, logarithmic, power or periodic; models phenomena algebraically and graphically using the appropriate kind of function; verifies results and justifies solution; and adapts these to similar situations.

Essential Skills: The student solves equations and inequalities involving exponents, logarithms polynomials and radicals.

Essential Skills: The student evaluates, adds, subtracts, multiplies, divides, and composes functions, and gives appropriate domain and range restrictions.

Essential Skills: The student explains the relationship between arithmetic/geometric sequences and linear/exponential functions.

Technology Integration: The student enters data of functions with various parameter changes in a spreadsheet and analyzes the resulting graphs: graphs, examines, and traces linear, quadratic, and exponential functions.

Technology Integration: The student enters data of functions with various parameter changes in a spreadsheet and analyzes the resulting graphs: graphs linear, quadratic, and exponential equations.

Benchmark: The student will apply the properties of number and operations to solve problems that involve equations, inequalities, matrices, and other discrete structures.

Benchmark: The student will apply the Pythagorean Theorem to solve real life problems.

Performance Standards: The student uses exponential and logarithmic functions to model data, and to solve problems.

Performance Standards: The student uses power, polynomial and rational functions to model data, for decision making and to solve problems.

Essential Skills: The student interprets identifies discrete and continuous domains.

Essential Skills: The student interprets solves problems related to exponential growth and decay.

Essential Skills: The student interprets determines domain and range.

Essential Skills: The student interprets converts between exponential and logarithmic functions.

Essential Skills: The student interprets describes the effect of parameter changes on graphs of exponential and logarithmic functions.

Essential Skills: The student interprets identifies discrete and continuous domains.

Technology Integration: The student demonstrates the appropriate use of graphing calculators to enhance mathematical concepts and as a problem-solving tool: graphs, examines and traces linear, quadratic, and exponential, trigonometric and rational functions.

Grade: 11
Essential Skills: The student computes with exponential and radical expressions.

Performance Standards: The student solves equations symbolically, graphically, and numerically, especially linear, quadratic, and exponential equations.

Essential Skills: The student represents given situations with a linear, quadratic, exponential, or trigonometric function and makes projections about the situation based on the function.

Essential Skills: The student discovers, describes, generalizes and uses basic types of functions, including linear, exponential, periodic, power, rational, squares and square roots.

Technology Integration: The student demonstrates the appropriate use of graphing calculators to enhance mathematical concepts and as a problem-solving tool: graphs, examines and traces linear, quadratic and exponential functions.

Essential Skills: The student converts back and forth between logarithmic and exponential relationships.

Benchmark: The student will know when estimation is an appropriate response and determine the appropriate degree of accuracy and use the appropriate computational method to complete the associated computation.

Benchmark: The student will select and use appropriate computational methods with real and complex numbers (i. e. paper pencil, mental, calculators, or computers).

Performance Standards: The student uses arithmetic sequences and geometric sequences and their sums, and sees these as the discrete forms of linear and exponential functions respectively.

Essential Skills: The student determines the domain and range of a relation defined by a graph, a set of ordered pairs or a symbolic expression and determines whether that relation is a function.

Essential Skills: The student solves problems related to real-world events as linear, exponential, logarithmic, power or periodic; models phenomena algebraically and graphically using the appropriate kind of function; verifies results and justifies solution; and adapts these to similar situations.

Essential Skills: The student solves equations and inequalities involving exponents, logarithms polynomials and radicals.

Essential Skills: The student evaluates, adds, subtracts, multiplies, divides, and composes functions, and gives appropriate domain and range restrictions.

Essential Skills: The student explains the relationship between arithmetic/geometric sequences and linear/exponential functions.

Technology Integration: The student enters data of functions with various parameter changes in a spreadsheet and analyzes the resulting graphs: graphs, examines, and traces linear, quadratic, and exponential functions.

Technology Integration: The student enters data of functions with various parameter changes in a spreadsheet and analyzes the resulting graphs: graphs linear, quadratic, and exponential equations.

Benchmark: The student will apply the properties of number and operations to solve problems that involve equations, inequalities, matrices, and other discrete structures.

Benchmark: The student will apply the Pythagorean Theorem to solve real life problems.

Performance Standards: The student uses exponential and logarithmic functions to model data, and to solve problems.

Performance Standards: The student uses power, polynomial and rational functions to model data, for decision making and to solve problems.

Essential Skills: The student interprets identifies discrete and continuous domains.

Essential Skills: The student interprets solves problems related to exponential growth and decay.

Essential Skills: The student interprets determines domain and range.

Essential Skills: The student interprets converts between exponential and logarithmic functions.

Essential Skills: The student interprets describes the effect of parameter changes on graphs of exponential and logarithmic functions.

Essential Skills: The student interprets identifies discrete and continuous domains.

Technology Integration: The student demonstrates the appropriate use of graphing calculators to enhance mathematical concepts and as a problem-solving tool: graphs, examines and traces linear, quadratic, and exponential, trigonometric and rational functions.

Grade: 12
Essential Skills: The student computes with exponential and radical expressions.

Performance Standards: The student solves equations symbolically, graphically, and numerically, especially linear, quadratic, and exponential equations.

Essential Skills: The student represents given situations with a linear, quadratic, exponential, or trigonometric function and makes projections about the situation based on the function.

Essential Skills: The student discovers, describes, generalizes and uses basic types of functions, including linear, exponential, periodic, power, rational, squares and square roots.

Technology Integration: The student demonstrates the appropriate use of graphing calculators to enhance mathematical concepts and as a problem-solving tool: graphs, examines and traces linear, quadratic and exponential functions.

Essential Skills: The student converts back and forth between logarithmic and exponential relationships.

Benchmark: The student will know when estimation is an appropriate response and determine the appropriate degree of accuracy and use the appropriate computational method to complete the associated computation.

Benchmark: The student will select and use appropriate computational methods with real and complex numbers (i. e. paper pencil, mental, calculators, or computers).

Performance Standards: The student uses arithmetic sequences and geometric sequences and their sums, and sees these as the discrete forms of linear and exponential functions respectively.

Essential Skills: The student determines the domain and range of a relation defined by a graph, a set of ordered pairs or a symbolic expression and determines whether that relation is a function.

Essential Skills: The student solves problems related to real-world events as linear, exponential, logarithmic, power or periodic; models phenomena algebraically and graphically using the appropriate kind of function; verifies results and justifies solution; and adapts these to similar situations.

Essential Skills: The student solves equations and inequalities involving exponents, logarithms polynomials and radicals.

Essential Skills: The student evaluates, adds, subtracts, multiplies, divides, and composes functions, and gives appropriate domain and range restrictions.

Essential Skills: The student explains the relationship between arithmetic/geometric sequences and linear/exponential functions.

Technology Integration: The student enters data of functions with various parameter changes in a spreadsheet and analyzes the resulting graphs: graphs, examines, and traces linear, quadratic, and exponential functions.

Technology Integration: The student enters data of functions with various parameter changes in a spreadsheet and analyzes the resulting graphs: graphs linear, quadratic, and exponential equations.

Benchmark: The student will apply the properties of number and operations to solve problems that involve equations, inequalities, matrices, and other discrete structures.

Benchmark: The student will apply the Pythagorean Theorem to solve real life problems.

Performance Standards: The student uses exponential and logarithmic functions to model data, and to solve problems.

Performance Standards: The student uses power, polynomial and rational functions to model data, for decision making and to solve problems.

Essential Skills: The student interprets identifies discrete and continuous domains.

Essential Skills: The student interprets solves problems related to exponential growth and decay.

Essential Skills: The student interprets determines domain and range.

Essential Skills: The student interprets converts between exponential and logarithmic functions.

Essential Skills: The student interprets describes the effect of parameter changes on graphs of exponential and logarithmic functions.

Essential Skills: The student interprets identifies discrete and continuous domains.

Technology Integration: The student demonstrates the appropriate use of graphing calculators to enhance mathematical concepts and as a problem-solving tool: graphs, examines and traces linear, quadratic, and exponential, trigonometric and rational functions.

Delaware  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Generating a purpose for reading, listening, or viewing.

Evaluating texts and media presentations for bias and misinformation.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations. .

Grade: 9
Generating a purpose for reading, listening, or viewing.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations.

Use a variety of sources including printed materials, personal interviews, oral reports, forums, and technological forms of information.

Grade: 10
Generating a purpose for reading, listening, or viewing.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations.

Use a variety of sources including printed materials, personal interviews, oral reports, forums, and technological forms of information.

Grade: 11
Generating a purpose for reading, listening, or viewing.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations.

Use a variety of sources including printed materials, personal interviews, oral reports, forums, and technological forms of information.

Grade: 12
Generating a purpose for reading, listening, or viewing.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations.

Use a variety of sources including printed materials, personal interviews, oral reports, forums, and technological forms of information.

Subject: Mathematics

Grade: 8
Persist and solve problems from start to finish.

Formulate problems from everyday and mathematical situations.

Develop and apply strategies to solve problems.

Interpret results with respect to the original problem.

Generalize strategies and solutions to new problem situations.

Ask questions to clarify the problem situation.

Integrate mathematical problem-solving with other curricular areas.

Use a compass and straight edge as tools for basic geometric constructions.

Grade: 9
Persist and solve problems from start to finish.

Formulate problems from everyday and mathematical situations.

Develop and apply strategies to solve problems.

Interpret results with respect to the original problem.

Generalize strategies and solutions to new problem situations.

Ask questions to clarify the problem situation.

Integrate mathematical problem-solving with other curricular areas.

Estimate and calculate derived measures.

Grade: 10
Persist and solve problems from start to finish.

Formulate problems from everyday and mathematical situations.

Develop and apply strategies to solve problems.

Interpret results with respect to the original problem.

Generalize strategies and solutions to new problem situations.

Ask questions to clarify the problem situation.

Integrate mathematical problem-solving with other curricular areas.

Estimate and calculate derived measures.

Grade: 11
Persist and solve problems from start to finish.

Formulate problems from everyday and mathematical situations.

Develop and apply strategies to solve problems.

Interpret results with respect to the original problem.

Generalize strategies and solutions to new problem situations.

Ask questions to clarify the problem situation.

Integrate mathematical problem-solving with other curricular areas.

Estimate and calculate derived measures.

Grade: 12
Persist and solve problems from start to finish.

Formulate problems from everyday and mathematical situations.

Develop and apply strategies to solve problems.

Interpret results with respect to the original problem.

Generalize strategies and solutions to new problem situations.

Ask questions to clarify the problem situation.

Integrate mathematical problem-solving with other curricular areas.

Estimate and calculate derived measures.

Florida  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
The student uses information gained for a variety of purposes.

The student evaluates strengths and weaknesses of multimedia tools in presentations.

Grade: 9
The student selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

The student describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.

The student determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

The student critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

Grade: 10
The student selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

The student describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.

The student determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

The student critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

Grade: 11
The student selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

The student describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.

The student determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

The student critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

Grade: 12
The student selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

The student describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.

The student determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

The student critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

Subject: Mathematics

Grade: 8
The student solves real-world problems involving integers, ratios, proportions, numbers expressed as percents, decimals, and fractions in two- or three-step problems.

The student solves multi-step real-world problems involving fractions, decimals, and integers using appropriate methods of computation, such as mental computation, paper and pencil, and calculator.

The student knows the precision of different measuring instruments.

Grade: 9
The student selects and justifies alternative strategies, such as using properties of numbers, including inverse, identity, distributive, associative, transitive, that allow operational shortcuts for computational procedures in real-world or mathematical problems.

The student selects and uses appropriate instruments, technology, and techniques to measure quantities in order to achieve specified degrees of accuracy in a problem situation.

Grade: 10
The student selects and justifies alternative strategies, such as using properties of numbers, including inverse, identity, distributive, associative, transitive, that allow operational shortcuts for computational procedures in real-world or mathematical problems.

The student selects and uses appropriate instruments, technology, and techniques to measure quantities in order to achieve specified degrees of accuracy in a problem situation.

Grade: 11
The student selects and justifies alternative strategies, such as using properties of numbers, including inverse, identity, distributive, associative, transitive, that allow operational shortcuts for computational procedures in real-world or mathematical problems.

The student selects and uses appropriate instruments, technology, and techniques to measure quantities in order to achieve specified degrees of accuracy in a problem situation.

Grade: 12
The student selects and justifies alternative strategies, such as using properties of numbers, including inverse, identity, distributive, associative, transitive, that allow operational shortcuts for computational procedures in real-world or mathematical problems.

The student selects and uses appropriate instruments, technology, and techniques to measure quantities in order to achieve specified degrees of accuracy in a problem situation.

Georgia  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Responds appropriately to comments and questions.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student interprets and evaluates the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

Grade: 9
Responds to questions with appropriate information.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student assesses the ways language and delivery affect the mood and tone of the oral communication and impact the audience.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes the types of arguments used by the speaker, including argument by authority, emotion, and logic.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student formulates judgments about ideas under discussion and supports those judgments with convincing evidence.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies the aesthetic effects of a media presentation (e.g., layout, lighting, color, camera angles, background, etc.).

Grade: 10
Responds to questions with appropriate information.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes historically significant speeches to find the rhetorical devices and features that make them memorable.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student evaluates the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes the four basic types of persuasive speech (e.g., propositions of fact, value, problem, or policy) and understands the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.

Grade: 11
Responds to questions with appropriate information.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes visual or aural techniques used in a media message for a particular audience and evaluates their effectiveness.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

When delivering and responding to presentations, the student evaluates and uses different effects (e.g., visual, music, sound, graphics) to create competent presentations or productions.

Grade: 12
Responds to questions with appropriate information.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies and evaluates the effect of media on the production and consumption of personal and societal values.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student interprets and evaluates the various ways in which local, national, and international events are presented and the ways information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student critiques a speaker's diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience.

Subject: Mathematics

Grade: 8
Solve non-routine word problems using strategies learned in previous grades.

Solves single and multi-step routine word problems related to all appropriate eighth grade math standards.

Students will create and use pictures, manipulatives, models and symbols to organize, record, and communicate mathematical ideas.

Grade: 9
Measurement: Uses precision tools to measure, and uses significant digits to indicate the accuracy of a measurement.

Measurement and Geometry: Measures objects using appropriate tools involving both metric and customary units to find length, weight/mass, area, and capacity/volume.

Measurement and Geometry: Measures quantities such as temperature, time, pressure, voltage, current, and resistance using appropriate tools and units of measure.

Measurement and Geometry: Measures angles with a protractor and other tools for career/technology areas.

Measurement, Geometry: Selects appropriate measuring instruments and measures accurately length, volume/capacity, weight/mass, time, temperature, and angles.

Grade: 10
Measurement: Uses precision tools to measure, and uses significant digits to indicate the accuracy of a measurement.

Measurement and Geometry: Measures objects using appropriate tools involving both metric and customary units to find length, weight/mass, area, and capacity/volume.

Measurement and Geometry: Measures quantities such as temperature, time, pressure, voltage, current, and resistance using appropriate tools and units of measure.

Measurement and Geometry: Measures angles with a protractor and other tools for career/technology areas.

Measurement, Geometry: Selects appropriate measuring instruments and measures accurately length, volume/capacity, weight/mass, time, temperature, and angles.

Grade: 11
Measurement: Uses precision tools to measure, and uses significant digits to indicate the accuracy of a measurement.

Measurement and Geometry: Measures objects using appropriate tools involving both metric and customary units to find length, weight/mass, area, and capacity/volume.

Measurement and Geometry: Measures quantities such as temperature, time, pressure, voltage, current, and resistance using appropriate tools and units of measure.

Measurement and Geometry: Measures angles with a protractor and other tools for career/technology areas.

Measurement, Geometry: Selects appropriate measuring instruments and measures accurately length, volume/capacity, weight/mass, time, temperature, and angles.

Grade: 12
Measurement: Uses precision tools to measure, and uses significant digits to indicate the accuracy of a measurement.

Measurement and Geometry: Measures objects using appropriate tools involving both metric and customary units to find length, weight/mass, area, and capacity/volume.

Measurement and Geometry: Measures quantities such as temperature, time, pressure, voltage, current, and resistance using appropriate tools and units of measure.

Measurement and Geometry: Measures angles with a protractor and other tools for career/technology areas.

Measurement, Geometry: Selects appropriate measuring instruments and measures accurately length, volume/capacity, weight/mass, time, temperature, and angles.

Hawaii  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
The student uses strategies (e.g., questioning, perception-checking, summarizing, paraphrasing, empathic listening) to prevent or repair communication breakdowns caused by misunderstandings.

The student varies and adjusts listening behaviors (e.g., attentive, reflective, critical, evaluative) according to context (e.g., situation, occasion, purpose).

The student listens with an open mind and accepts ideas on a tentative basis, suspending judgment until all ideas have been considered.

Grade: 9
The student listens critically by assessing patterns of reasoning, soundness of evidence, and validity of arguments.

Grade: 10
The student listens critically by assessing patterns of reasoning, soundness of evidence, and validity of arguments.

Grade: 11
The student listens critically by assessing patterns of reasoning, soundness of evidence, and validity of arguments.

Grade: 12
The student listens critically by assessing patterns of reasoning, soundness of evidence, and validity of arguments.

Idaho  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Acquire and summarize information from a variety of electronic or live sources.

Develop listening skills to gain enrichment and information about various cultures.

Develop effective interpersonal listening skills.

Make informed decisions about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Listen for sequencing.

Identify relationships, ideas, and cultures represented within various media.

Evaluate relationships, ideas, and cultures represented within various media.

Critique, interpret, and evaluate non-print media.

Grade: 10
Acquire, interpret, and apply information from a variety of electronic or live sources.

Use listening skills to gain enrichment and information about various cultures.

Demonstrate effective interpersonal listening skills.

Make informed judgments about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Make judgments about non-print media.

Grade: 11
Acquire, interpret, and apply information from a variety of electronic or live sources.

Use listening skills to gain enrichment and information about various cultures.

Demonstrate effective interpersonal listening skills.

Make informed judgments about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Make judgments about non-print media.

Grade: 12
Acquire, interpret, and apply information from a variety of electronic or live sources.

Use listening skills to gain enrichment and information about various cultures.

Demonstrate effective interpersonal listening skills.

Make informed judgments about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Make judgments about non-print media.

Subject: Mathematics

Grade: 9
Use a variety of methods, including common mathematical formulas, to solve problems drawn from daily life.

Use inductive and deductive reasoning to set up a problem.

Model real-world phenomena using polynomial, rational, and basic exponential functions, noting restricted domains.

Grade: 10
Use a variety of methods, including common mathematical formulas, to solve problems drawn from daily life.

Use inductive and deductive reasoning to set up a problem.

Model real-world phenomena using polynomial, rational, and basic exponential functions, noting restricted domains.

Grade: 11
Use a variety of methods, including common mathematical formulas, to solve problems drawn from daily life.

Use inductive and deductive reasoning to set up a problem.

Model real-world phenomena using polynomial, rational, and basic exponential functions, noting restricted domains.

Grade: 12
Use a variety of methods, including common mathematical formulas, to solve problems drawn from daily life.

Use inductive and deductive reasoning to set up a problem.

Model real-world phenomena using polynomial, rational, and basic exponential functions, noting restricted domains.

Illinois  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.

Compare a speaker's verbal and nonverbal messages.

Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).

Grade: 9
Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).

Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).

Demonstrate understanding of the relationship of verbal and nonverbal messages within a context (e.g., contradictory, supportive, repetitive, substitutive).

Grade: 10
Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).

Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).

Demonstrate understanding of the relationship of verbal and nonverbal messages within a context (e.g., contradictory, supportive, repetitive, substitutive).

Grade: 11
Use techniques for analysis, synthesis, and evaluation of oral messages.

Use speaking skills to participate in and lead group discussions; analyze the effectiveness of the spoken interactions based upon the ability of the group to achieve its goals.

Grade: 12
Use techniques for analysis, synthesis, and evaluation of oral messages.

Use speaking skills to participate in and lead group discussions; analyze the effectiveness of the spoken interactions based upon the ability of the group to achieve its goals.

Subject: Mathematics

Grade: 8
Measure length, capacity, weight/mass and angles using sophisticated instruments (e.g., compass, protractor, trundle wheel).

Grade: 9
Estimate and measure the magnitude and directions of physical quantities (e.g., velocity, force, slope) using rulers, protractors and other scientific instruments including timers, calculators and computers.

Grade: 10
Estimate and measure the magnitude and directions of physical quantities (e.g., velocity, force, slope) using rulers, protractors and other scientific instruments including timers, calculators and computers.

Grade: 11
Solve problems involving loans, mortgages and other practical applications involving geometric patterns of growth.

Apply nonlinear scales (e.g., Richter, decibel, pH) to solve practical problems.

Use functions including exponential, polynomial, rational, parametric, logarithmic, and trigonometric to describe numerical relationships.

Use polynomial, exponential, logarithmic and trigonometric functions to model situations.

Grade: 12
Solve problems involving loans, mortgages and other practical applications involving geometric patterns of growth.

Apply nonlinear scales (e.g., Richter, decibel, pH) to solve practical problems.

Use functions including exponential, polynomial, rational, parametric, logarithmic, and trigonometric to describe numerical relationships.

Use polynomial, exponential, logarithmic and trigonometric functions to model situations.

Indiana  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Comprehension: Paraphrase (restate) a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which visual image makers (such as graphic artists, illustrators, and news photographers) communicate information and affect impressions and opinions.

Grade: 9
Comprehension: Summarize a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Make judgments about the ideas under discussion and support those judgments with convincing evidence.

Analysis and Evaluation of Oral and Media Communications: Analyze historically significant speeches (such as Abraham Lincoln's 'House Divided' speech or Winston Churchill's 'We Will Never Surrender' speech) to find the rhetorical devices and features that make them memorable.

Analysis and Evaluation of Oral and Media Communications: Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.

Analysis and Evaluation of Oral and Media Communications: Identify the artistic effects of a media presentation and evaluate the techniques used to create them (comparing, for example, Shakespeare's Romeo and Juliet with Franco Zefferelli's film version).

Grade: 10
Comprehension: Summarize a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Make judgments about the ideas under discussion and support those judgments with convincing evidence.

Analysis and Evaluation of Oral and Media Communications: Analyze historically significant speeches (such as Franklin Delano Roosevelt's 'Day of Infamy' speech) to find the rhetorical devices and features that make them memorable.

Analysis and Evaluation of Oral and Media Communications: Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.

Analysis and Evaluation of Oral and Media Communications: Identify the artistic effects of a media presentation and evaluate the techniques used to create them (for example, compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).

Grade: 11
Organization and Delivery of Oral Communication: Distinguish between and use various forms of logical arguments, including: Inductive arguments (arguments that are highly likely, such as All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe) and deductive arguments (arguments that are necessary conclusions based on the evidence, such as If all men are mortal and he is a man, then he is mortal); Syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others).

Analysis and Evaluation of Oral and Media Communications: Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertisements; perpetuation of stereotypes; and the use of visual representations, special effects, and language).

Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers).

Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (for example, Orson Welles' radio broadcast War of the Worlds).

Grade: 12
Organization and Delivery of Oral Communication: Distinguish between and use various forms of logical arguments, including: Inductive arguments (arguments that are highly likely, such as All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe) and deductive arguments (arguments that are necessary conclusions based on the evidence, such as If all men are mortal and he is a man, then he is mortal); Syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others).

Analysis and Evaluation of Oral and Media Communications: Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertisements; perpetuation of stereotypes; and the use of visual representations, special effects, and language).

Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers).

Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience to evaluate effectiveness, and infer the speaker's character (using, for example, the Duke of Windsor's abdication speech).

Subject: Mathematics

Grade: 8
Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.

Decide when and how to divide a problem into simpler parts.

Apply strategies and results from simpler problems to solve more complex problems.

Grade: 9
Find the domain and range of a relation.

Use graphing technology to find approximate solutions of quadratic and cubic equations.

Graph exponential functions.

Solve logarithmic and exponential equations and inequalities.

Solve word problems involving applications of exponential functions to growth and decay.

Find domain, range, intercepts, zeros, asymptotes, and points of discontinuity of functions. Use paper and pencil methods and graphing calculators.

Solve word problems involving applications of logarithmic and exponential functions.

Find the domain, range, intercepts, and asymptotes of logarithmic and exponential functions.

Draw and analyze graphs of logarithmic and exponential functions.

Define, find, and check inverse functions of logarithmic and exponential functions.

Find domain, range, intercepts, periods, amplitudes, and asymptotes of trigonometric functions.

Grade: 10
Find the domain and range of a relation.

Use graphing technology to find approximate solutions of quadratic and cubic equations.

Graph exponential functions.

Solve logarithmic and exponential equations and inequalities.

Solve word problems involving applications of exponential functions to growth and decay.

Find domain, range, intercepts, zeros, asymptotes, and points of discontinuity of functions. Use paper and pencil methods and graphing calculators.

Solve word problems involving applications of logarithmic and exponential functions.

Find the domain, range, intercepts, and asymptotes of logarithmic and exponential functions.

Draw and analyze graphs of logarithmic and exponential functions.

Define, find, and check inverse functions of logarithmic and exponential functions.

Find domain, range, intercepts, periods, amplitudes, and asymptotes of trigonometric functions.

Grade: 11
Find the domain and range of a relation.

Use graphing technology to find approximate solutions of quadratic and cubic equations.

Graph exponential functions.

Solve logarithmic and exponential equations and inequalities.

Solve word problems involving applications of exponential functions to growth and decay.

Find domain, range, intercepts, zeros, asymptotes, and points of discontinuity of functions. Use paper and pencil methods and graphing calculators.

Solve word problems involving applications of logarithmic and exponential functions.

Find the domain, range, intercepts, and asymptotes of logarithmic and exponential functions.

Draw and analyze graphs of logarithmic and exponential functions.

Define, find, and check inverse functions of logarithmic and exponential functions.

Find domain, range, intercepts, periods, amplitudes, and asymptotes of trigonometric functions.

Grade: 12
Find the domain and range of a relation.

Use graphing technology to find approximate solutions of quadratic and cubic equations.

Graph exponential functions.

Solve logarithmic and exponential equations and inequalities.

Solve word problems involving applications of exponential functions to growth and decay.

Find domain, range, intercepts, zeros, asymptotes, and points of discontinuity of functions. Use paper and pencil methods and graphing calculators.

Solve word problems involving applications of logarithmic and exponential functions.

Find the domain, range, intercepts, and asymptotes of logarithmic and exponential functions.

Draw and analyze graphs of logarithmic and exponential functions.

Define, find, and check inverse functions of logarithmic and exponential functions.

Find domain, range, intercepts, periods, amplitudes, and asymptotes of trigonometric functions.

Kansas  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Mathematics

Grade: 8
Application Indicator: The student analyzes and evaluates the advantages and disadvantages of using integers, whole numbers, fractions (including mixed numbers), or decimals in solving a given real-world problem.

Application Indicator: The student determines if a real-world problem calls for an exact or approximate answer and performs the appropriate computation using various computational methods including mental mathematics, paper and pencil, concrete objects, and/or appropriate technology.

Grade: 9
Application Indicator: The student analyzes and evaluates the advantages and disadvantages of using integers, whole numbers, fractions (including mixed numbers), decimals or irrational numbers and their rational approximations in solving a given real-world problem.

Application Indicator: The student determines if a real-world problem calls for an exact or approximate answer and performs the appropriate computation using various computational strategies including mental math, paper and pencil, concrete objects, and/or appropriate technology.

Application Indicator: The student generates and/or solves multi-step real-world problems with real numbers and algebraic expressions using computational procedures (addition, subtraction, multiplication, division, roots, and powers excluding logarithms), and mathematical concepts with: applications from business, chemistry, and physics that involve addition, subtraction, multiplication, division, squares, and square roots when the formulae are given as part of the problem and variables are defined.

Knowledge Base Indicator: The student solves exponential equations with the same base without the aid of a calculator or computer.

Knowledge Base Indicator: The student identifies domain and range of relationships given the graph or table.

Knowledge Base Indicator: The student identifies domain and range of linear, constant, and quadratic functions given the equation(s).

Knowledge Base Indicator: The student evaluates function(s) given a specific domain.

Grade: 10
Application Indicator: The student analyzes and evaluates the advantages and disadvantages of using integers, whole numbers, fractions (including mixed numbers), decimals or irrational numbers and their rational approximations in solving a given real-world problem.

Application Indicator: The student determines if a real-world problem calls for an exact or approximate answer and performs the appropriate computation using various computational strategies including mental math, paper and pencil, concrete objects, and/or appropriate technology.

Application Indicator: The student generates and/or solves multi-step real-world problems with real numbers and algebraic expressions using computational procedures (addition, subtraction, multiplication, division, roots, and powers excluding logarithms), and mathematical concepts with: applications from business, chemistry, and physics that involve addition, subtraction, multiplication, division, squares, and square roots when the formulae are given as part of the problem and variables are defined.

Knowledge Base Indicator: The student solves exponential equations with the same base without the aid of a calculator or computer.

Knowledge Base Indicator: The student identifies domain and range of relationships given the graph or table.

Knowledge Base Indicator: The student identifies domain and range of linear, constant, and quadratic functions given the equation(s).

Knowledge Base Indicator: The student evaluates function(s) given a specific domain.

Grade: 11
Application Indicator: The student analyzes and evaluates the advantages and disadvantages of using integers, whole numbers, fractions (including mixed numbers), decimals or irrational numbers and their rational approximations in solving a given real-world problem.

Application Indicator: The student determines if a real-world problem calls for an exact or approximate answer and performs the appropriate computation using various computational strategies including mental math, paper and pencil, concrete objects, and/or appropriate technology.

Application Indicator: The student generates and/or solves multi-step real-world problems with real numbers and algebraic expressions using computational procedures (addition, subtraction, multiplication, division, roots, and powers excluding logarithms), and mathematical concepts with: applications from business, chemistry, and physics that involve addition, subtraction, multiplication, division, squares, and square roots when the formulae are given as part of the problem and variables are defined.

Knowledge Base Indicator: The student solves exponential equations with the same base without the aid of a calculator or computer.

Knowledge Base Indicator: The student identifies domain and range of relationships given the graph or table.

Knowledge Base Indicator: The student identifies domain and range of linear, constant, and quadratic functions given the equation(s).

Knowledge Base Indicator: The student evaluates function(s) given a specific domain.

Grade: 12
Application Indicator: The student analyzes and evaluates the advantages and disadvantages of using integers, whole numbers, fractions (including mixed numbers), decimals or irrational numbers and their rational approximations in solving a given real-world problem.

Application Indicator: The student determines if a real-world problem calls for an exact or approximate answer and performs the appropriate computation using various computational strategies including mental math, paper and pencil, concrete objects, and/or appropriate technology.

Application Indicator: The student generates and/or solves multi-step real-world problems with real numbers and algebraic expressions using computational procedures (addition, subtraction, multiplication, division, roots, and powers excluding logarithms), and mathematical concepts with: applications from business, chemistry, and physics that involve addition, subtraction, multiplication, division, squares, and square roots when the formulae are given as part of the problem and variables are defined.

Knowledge Base Indicator: The student solves exponential equations with the same base without the aid of a calculator or computer.

Knowledge Base Indicator: The student identifies domain and range of relationships given the graph or table.

Knowledge Base Indicator: The student identifies domain and range of linear, constant, and quadratic functions given the equation(s).

Knowledge Base Indicator: The student evaluates function(s) given a specific domain.

Kentucky  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Mathematics

Grade: 9
Algebraic Thinking: Concepts: Students will identify linear, quadratic, absolute value, and exponential functions from graphs and equations.

Algebraic Thinking: Skills: Students will create tables of numerical values of functions including linear, quadratic, absolute value, exponential, and simple piecewise such as some long distance phone rates.

Algebraic Thinking: Skills: Students will determine the domain and range of a function, the slope and intercepts of a linear function, and the maximum/minimum and intercepts of a quadratic function.

Grade: 10
Algebraic Thinking: Concepts: Students will identify linear, quadratic, absolute value, and exponential functions from graphs and equations.

Algebraic Thinking: Skills: Students will create tables of numerical values of functions including linear, quadratic, absolute value, exponential, and simple piecewise such as some long distance phone rates.

Algebraic Thinking: Skills: Students will determine the domain and range of a function, the slope and intercepts of a linear function, and the maximum/minimum and intercepts of a quadratic function.

Grade: 11
Algebraic Thinking: Concepts: Students will identify linear, quadratic, absolute value, and exponential functions from graphs and equations.

Algebraic Thinking: Skills: Students will create tables of numerical values of functions including linear, quadratic, absolute value, exponential, and simple piecewise such as some long distance phone rates.

Algebraic Thinking: Skills: Students will determine the domain and range of a function, the slope and intercepts of a linear function, and the maximum/minimum and intercepts of a quadratic function.

Grade: 12
Algebraic Thinking: Concepts: Students will identify linear, quadratic, absolute value, and exponential functions from graphs and equations. * This is the 11th grade standard with achievement tools appropriate for this grade level.

Algebraic Thinking: Skills: Students will create tables of numerical values of functions including linear, quadratic, absolute value, exponential, and simple piecewise such as some long distance phone rates. * This is the 11th grade standard with achievement tools appropriate for this grade level.

Algebraic Thinking: Skills: Students will determine the domain and range of a function, the slope and intercepts of a linear function, and the maximum/minimum and intercepts of a quadratic function. * This is the 11th grade standard with achievement tools appropriate for this grade level.

Louisiana  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Grade Level Expectation: Speaking and Listening: Determine the credibility of the speaker (e.g., hidden agenda, slanted or biased materials). (ELA-4-M4)

Grade: 9
Grade Level Expectation: Speaking and Listening: Listen to oral instructions and presentations, speeches, discussions, and carry out procedures, including: taking accurate notes; writing summaries or responses; forming groups. (ELA-4-H2)

Grade Level Expectation: Speaking and Listening: Use active listening strategies, including: monitoring messages for clarity; selecting and organizing essential information; noting cues such as changes in pace; generating and asking questions concerning a speaker's content, delivery, and attitude toward the subject. (ELA-4-H4)

Grade: 10
Grade Level Expectation: Speaking and Listening: Listen to detailed oral instructions and presentations and carry out complex procedures, including: taking accurate notes; writing summaries or responses; forming groups. (ELA-4-H2)

Grade Level Expectation: Speaking and Listening: Use active listening strategies, including: monitoring message for clarity; selecting and organizing essential information; noting cues such as changes in pace; generating and asking questions concerning a speaker's content, delivery, and attitude toward the subject. (ELA-4-H4)

Grade: 11
Grade Level Expectation: Speaking and Listening: Listen to detailed oral instructions and presentations and carry out complex procedures, including: reading and questioning; writing responses; forming groups; taking accurate, detailed notes. (ELA-4-H2)

Grade Level Expectation: Speaking and Listening: Use active listening strategies, including: monitoring messages for clarity; selecting and organizing information; noting cues such as changes in pace. (ELA-4-H4)

Grade: 12
Grade Level Expectation: Speaking and Listening: Listen to detailed oral instructions and presentations and carry out complex procedures, including: reading and questioning; writing responses; forming groups; taking accurate, detailed notes. (ELA-4-H2)

Grade Level Expectation: Speaking and Listening: Use active listening strategies, including: monitoring messages for clarity; selecting and organizing information; noting cues such as changes in pace. (ELA-4-H4)

Subject: Mathematics

Grade: 8
Grade Level Expectation: Translate real-life situations that can be modeled by linear or exponential relationships to algebraic expressions, equations, and inequalities (A-1-M) (A-4-M) (A-5-M)

Selecting appropriate units and tools for tasks by considering the purpose for the measurement and the precision required for the task (e.g., length of a room in feet rather than inches).

Grade: 9
Selecting and using appropriate units, techniques, and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurements.

Recognizing behavior of families of elementary functions, such as polynomial, trigonometric, and exponential functions, and, where appropriate, using graphing technologies to represent them.

Grade Level Expectation: Identify the domain and range of functions (P-1-H)

Grade: 10
Selecting and using appropriate units, techniques, and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurements.

Recognizing behavior of families of elementary functions, such as polynomial, trigonometric, and exponential functions, and, where appropriate, using graphing technologies to represent them.

Grade: 11
Grade Level Expectation: Describe the relationship between exponential and logarithmic equations (N-2-H)

Grade Level Expectation: Model and solve problems involving quadratic, polynomial, exponential, logarithmic, step function, rational, and absolute value equations using technology (A-4-H)

Selecting and using appropriate units, techniques, and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurements.

Grade Level Expectation: Correlate/match data sets or graphs and their representations and classify them as exponential, logarithmic, or polynomial functions (D-2-H)

Recognizing behavior of families of elementary functions, such as polynomial, trigonometric, and exponential functions, and, where appropriate, using graphing technologies to represent them.

Grade Level Expectation: Compare and contrast the properties of families of polynomial, rational, exponential, and logarithmic functions, with and without technology (P-3-H)

Grade: 12
Grade Level Expectation: Describe the relationship between exponential and logarithmic equations (N-2-H)

Grade Level Expectation: Model and solve problems involving quadratic, polynomial, exponential, logarithmic, step function, rational, and absolute value equations using technology (A-4-H)

Selecting and using appropriate units, techniques, and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurements.

Grade Level Expectation: Correlate/match data sets or graphs and their representations and classify them as exponential, logarithmic, or polynomial functions (D-2-H)

Recognizing behavior of families of elementary functions, such as polynomial, trigonometric, and exponential functions, and, where appropriate, using graphing technologies to represent them.

Grade Level Expectation: Compare and contrast the properties of families of polynomial, rational, exponential, and logarithmic functions, with and without technology (P-3-H)

Massachusetts  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Use criteria to assess the effectiveness of media presentations.

Grade: 9
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

Use criteria to assess the effectiveness of media presentations.

Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

Grade: 10
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

Use criteria to assess the effectiveness of media presentations.

Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

Grade: 11
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

Identify the aesthetic effects of a media presentation and identify and evaluate the techniques used to create them.

Use criteria to assess the effectiveness of media presentations.

Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

Grade: 12
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

Identify the aesthetic effects of a media presentation and identify and evaluate the techniques used to create them.

Use criteria to assess the effectiveness of media presentations.

Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

Subject: Mathematics

Grade: 9
Describe, complete, extend, analyze, generalize, and create a wide variety of patterns, including iterative, recursive (e.g., Fibonacci Numbers), linear, quadratic, and exponential functional relationships. (10.P.1)

Demonstrate an understanding of relations and functions. Identify the domain, range, dependent, and independent variables of functions.

Solve everyday problems that can be modeled using linear, reciprocal, quadratic, or exponential functions. Apply appropriate tabular, graphical, or symbolic methods to the solution. Include compound interest, and direct and inverse variation problems. Use technology when appropriate. (10.P.7)

Grade: 10
Describe, complete, extend, analyze, generalize, and create a wide variety of patterns, including iterative, recursive (e.g., Fibonacci Numbers), linear, quadratic, and exponential functional relationships. (10.P.1)

Demonstrate an understanding of relations and functions. Identify the domain, range, dependent, and independent variables of functions.

Solve everyday problems that can be modeled using linear, reciprocal, quadratic, or exponential functions. Apply appropriate tabular, graphical, or symbolic methods to the solution. Include compound interest, and direct and inverse variation problems. Use technology when appropriate. (10.P.7)

Grade: 11
Demonstrate an understanding of the binomial theorem and use it in the solution of problems.

Perform operations on functions, including composition. Find inverses of functions.

Demonstrate an understanding of the binomial theorem and use it in the solution of problems. (12.P.3)

Perform operations on functions, including composition. Find inverses of functions. (12.P.5)

Grade: 12
Identify arithmetic and geometric sequences and finite arithmetic and geometric series. Use the properties of such sequences and series to solve problems, including finding the general term and sum recursively and explicitly.

Demonstrate an understanding of the trigonometric, exponential, and logarithmic functions.

Identify arithmetic and geometric sequences and finite arithmetic and geometric series. Use the properties of such sequences and series to solve problems, including finding the formula for the general term and the sum, recursively and explicitly. (12.P.2)

Demonstrate an understanding of the exponential and logarithmic functions.

Maryland  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Analyze a speaker's purpose and viewpoint

Identify and evaluate a speaker's stylistic devices, such as clear organization, clear viewpoint, use of support, language appropriate to audience, topic appropriate to audience

Evaluate a speaker's credibility, such as bias, hidden agendas, use of research/information from reliable sources

Maine  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Mathematics

Grade: 8
Students will be able to use the appropriate geometric tools and measurements to draw and construct two and three dimensional figures.

Grade Level Expectation: Use patterns and multiple representations to solve problems.

Grade: 9
Students will be able to create a graph to represent a real-life situation and draw inferences from it.

Students will be able to translate and solve a real-life problem using symbolic language.

Students will be able to analyze situations where more than one logical conclusion can be drawn from data presented.

Grade: 10
Students will be able to create a graph to represent a real-life situation and draw inferences from it.

Students will be able to translate and solve a real-life problem using symbolic language.

Students will be able to analyze situations where more than one logical conclusion can be drawn from data presented.

Grade: 11
Students will be able to create a graph to represent a real-life situation and draw inferences from it.

Students will be able to translate and solve a real-life problem using symbolic language.

Students will be able to analyze situations where more than one logical conclusion can be drawn from data presented.

Grade: 12
Students will be able to create a graph to represent a real-life situation and draw inferences from it.

Students will be able to translate and solve a real-life problem using symbolic language.

Students will be able to analyze situations where more than one logical conclusion can be drawn from data presented.

Michigan  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 9
Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.

Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively. Examples include speaking publicly, demonstrating teamwork skills, debating formally, performing literature, and interviewing for employment.

Grade: 10
Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.

Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively. Examples include speaking publicly, demonstrating teamwork skills, debating formally, performing literature, and interviewing for employment.

Grade: 11
Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.

Grade: 12
Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.

Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively. Examples include speaking publicly, demonstrating teamwork skills, debating formally, performing literature, and interviewing for employment.

Subject: Mathematics

Grade: 8
Construct familiar shapes using coordinates, appropriate tools (including technology), sketching and drawing two- and three-dimensional shapes.

Select and use appropriate tools; measure objects using standard units in both the metric and common systems and measure angles in degrees.

Grade: 9
Differentiate and analyze classes of functions including linear, power, quadratic, exponential, circular and trigonometric functions, and realize that many different situations can be modeled by a particular type of function.

Select and use appropriate tools; make accurate measurements using both metric and common units, and measure angles in degrees and radians.

Grade: 10
Differentiate and analyze classes of functions including linear, power, quadratic, exponential, circular and trigonometric functions, and realize that many different situations can be modeled by a particular type of function.

Select and use appropriate tools; make accurate measurements using both metric and common units, and measure angles in degrees and radians.

Grade: 11
Differentiate and analyze classes of functions including linear, power, quadratic, exponential, circular and trigonometric functions, and realize that many different situations can be modeled by a particular type of function.

Select and use appropriate tools; make accurate measurements using both metric and common units, and measure angles in degrees and radians.

Grade: 12
Differentiate and analyze classes of functions including linear, power, quadratic, exponential, circular and trigonometric functions, and realize that many different situations can be modeled by a particular type of function.

Select and use appropriate tools; make accurate measurements using both metric and common units, and measure angles in degrees and radians.

Minnesota  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Actively listen and comprehend messages.

Evaluate the accuracy and credibility of information found on Internet sites.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites and documentaries.

Analyze, evaluate and evaluate the strategies employed in news broadcasts, documentaries and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Grade: 9
Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)

Evaluate the accuracy and credibility of information found on Internet sites.

Evaluate the logic of reasoning in both print and non-print selections.

Determine whether the evidence in a selection is appropriate, adequate and accurate.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Grade: 10
Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)

Evaluate the accuracy and credibility of information found on Internet sites.

Evaluate the logic of reasoning in both print and non-print selections.

Determine whether the evidence in a selection is appropriate, adequate and accurate.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Grade: 11
Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)

Evaluate the accuracy and credibility of information found on Internet sites.

Evaluate the logic of reasoning in both print and non-print selections.

Determine whether the evidence in a selection is appropriate, adequate and accurate.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Grade: 12
Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)

Evaluate the accuracy and credibility of information found on Internet sites.

Evaluate the logic of reasoning in both print and non-print selections.

Determine whether the evidence in a selection is appropriate, adequate and accurate.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Subject: Mathematics

Grade: 8
Translate a problem described verbally or by tables, diagrams or graphs, into suitable mathematical language, solve the problem mathematically and interpret the result in the original context.

Support mathematical results by explaining why the steps in a solution are valid and why a particular solution method is appropriate.

Grade: 9
Translate a problem described verbally or by tables, diagrams or graphs, into suitable mathematical language, solve the problem mathematically and interpret the result in the original context.

Support mathematical results by explaining why the steps in a solution are valid and why a particular solution method is appropriate.

Model exponential growth and decay, numerically, graphically and symbolically, using exponential functions with integer inputs.

Apply basic concepts of linear, quadratic and exponential expressions or equations in real-world problems such as loans, investments and the path of a projectile.

Grade: 10
Translate a problem described verbally or by tables, diagrams or graphs, into suitable mathematical language, solve the problem mathematically and interpret the result in the original context.

Support mathematical results by explaining why the steps in a solution are valid and why a particular solution method is appropriate.

Model exponential growth and decay, numerically, graphically and symbolically, using exponential functions with integer inputs.

Apply basic concepts of linear, quadratic and exponential expressions or equations in real-world problems such as loans, investments and the path of a projectile.

Grade: 11
Translate a problem described verbally or by tables, diagrams or graphs, into suitable mathematical language, solve the problem mathematically and interpret the result in the original context.

Support mathematical results by explaining why the steps in a solution are valid and why a particular solution method is appropriate.

Model exponential growth and decay, numerically, graphically and symbolically, using exponential functions with integer inputs.

Apply basic concepts of linear, quadratic and exponential expressions or equations in real-world problems such as loans, investments and the path of a projectile.

Know the numeric, graphic and symbolic properties of power, logarithmic and exponential functions.

Solve a wide variety of mathematical and real-world problems involving power, exponential and logarithmic functions and equations, discard extraneous solutions and present results graphically.

Grade: 12
Know the numeric, graphic and symbolic properties of power, logarithmic and exponential functions.

Solve a wide variety of mathematical and real-world problems involving power, exponential and logarithmic functions and equations, discard extraneous solutions and present results graphically.

Missouri  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Purpose for Listening: Listen for enjoyment, for information, for directions, and use clarifying strategies for understanding (e.g., questioning, summarizing and paraphrasing), to recognize how colloquialisms and jargon reflect context, regions and cultures.

Media Messages: Analyze and synthesize two or more messages conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 9
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to summarize and evaluate communications that inform, persuade and entertain, to evaluate own and others' effectiveness in presentations and group discussions, using provided criteria, to evaluate the validity and reliability of speaker's message.

Media Messages: Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 10
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to summarize and evaluate communications that inform, persuade and entertain, to evaluate own and others' effectiveness in presentations and group discussions, using provided criteria, to evaluate the validity and reliability of speaker's message.

Media Messages: Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 11
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to summarize and evaluate communications that inform, persuade and entertain, to evaluate own and others' effectiveness in presentations and group discussions, using provided criteria, to evaluate the validity and reliability of speaker's message.

Media Messages: Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 12
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to summarize and evaluate communications that inform, persuade and entertain, to evaluate own and others' effectiveness in presentations and group discussions, using provided criteria, to evaluate the validity and reliability of speaker's message.

Media Messages: Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Subject: Mathematics

Grade: 8
Use angle measurement: use tools to determine the measure of reflex angles to the nearest degree.

Grade: 9
Identify and compare functions: understand and compare the properties of linear and exponential functions (include intercepts).

Grade: 10
Identify and compare functions: understand and compare the properties of linear, exponential and quadratic functions (include domain and range).

Describe the effects of parameter changes: describe the effects of parameter changes on quadratic and exponential functions.

Grade: 11
Identify and compare functions: understand and compare the properties of linear, quadratic, exponential, logarithmic and rational functions (include asymptotes).

Describe the effects of parameter changes: describe the effects of parameter changes on logarithmic and exponential functions.

Represent mathematical situations: use symbolic algebra to represent and solve problems that involve exponential and logarithmic relationships, including recursive and parametric relationships.

Utilize equivalent forms: use and solve equivalent forms of equations and inequalities (exponential, logarithmic and rational).

Analyze change: analyze exponential and logarithmic functions by investigating rates of change, intercepts and asymptotes.

Grade: 12
Identify and compare functions: understand and compare the properties of exponential, polynomial, rational, logarithmic, and periodic functions.

Mississippi  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 9
Identify the responsibilities of an effective listener.

Demonstrate listening skills.

Listen accurately, appreciatively, and critically.

Listens to and comprehends oral reading.

Grade: 10
Identify the responsibilities of an effective listener.

Demonstrate listening skills.

Listen accurately, appreciatively, and critically.

Listens to and comprehends oral reading.

Grade: 11
Identify the responsibilities of an effective listener.

Demonstrate listening skills.

Listen accurately, appreciatively, and critically.

Listens to and comprehends oral reading.

Grade: 12
Identify the responsibilities of an effective listener.

Demonstrate listening skills.

Listen accurately, appreciatively, and critically.

Listens to and comprehends oral reading.

Subject: Mathematics

Grade: 9
Determine the domain, range, roots, and inverse of a function.

Illustrate and apply the relationships between exponential and logarithmic functions.

Simplify radical, exponential, and logarithmic expressions.

Solve equations involving radicals, exponents, and logarithms.

Determine domain and range.

Explore and simplify exponential expressions and solve exponential equations.

Evaluate logarithmic expressions and solve logarithmic equations.

Demonstrate proficiency in determining domain and range.

Explore and simplify exponential expressions and solve exponential equations.

Evaluate logarithmic expressions and solve logarithmic equations.

Recognize, sketch, and interpret the graphs of the six basic trigonometric functions and their inverses to include restrictions on the domain.

Grade: 10
Determine the domain, range, roots, and inverse of a function.

Illustrate and apply the relationships between exponential and logarithmic functions.

Simplify radical, exponential, and logarithmic expressions.

Solve equations involving radicals, exponents, and logarithms.

Determine domain and range.

Explore and simplify exponential expressions and solve exponential equations.

Evaluate logarithmic expressions and solve logarithmic equations.

Demonstrate proficiency in determining domain and range.

Explore and simplify exponential expressions and solve exponential equations.

Evaluate logarithmic expressions and solve logarithmic equations.

Recognize, sketch, and interpret the graphs of the six basic trigonometric functions and their inverses to include restrictions on the domain.

Grade: 11
Determine the domain, range, roots, and inverse of a function.

Illustrate and apply the relationships between exponential and logarithmic functions.

Simplify radical, exponential, and logarithmic expressions.

Solve equations involving radicals, exponents, and logarithms.

Determine domain and range.

Explore and simplify exponential expressions and solve exponential equations.

Evaluate logarithmic expressions and solve logarithmic equations.

Demonstrate proficiency in determining domain and range.

Explore and simplify exponential expressions and solve exponential equations.

Evaluate logarithmic expressions and solve logarithmic equations.

Recognize, sketch, and interpret the graphs of the six basic trigonometric functions and their inverses to include restrictions on the domain.

Grade: 12
Determine the domain, range, roots, and inverse of a function.

Illustrate and apply the relationships between exponential and logarithmic functions.

Simplify radical, exponential, and logarithmic expressions.

Solve equations involving radicals, exponents, and logarithms.

Determine domain and range.

Explore and simplify exponential expressions and solve exponential equations.

Evaluate logarithmic expressions and solve logarithmic equations.

Demonstrate proficiency in determining domain and range.

Explore and simplify exponential expressions and solve exponential equations.

Evaluate logarithmic expressions and solve logarithmic equations.

Recognize, sketch, and interpret the graphs of the six basic trigonometric functions and their inverses to include restrictions on the domain.

Montana  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Students will analyze one's own techniques of listening in a variety of situations (e.g., focusing attention, reflecting, interpreting, analyzing, responding to messages).

Students will identify and use different types of listening appropriate to the listening situation (e.g., interpretive and empathic listening).

Students will distinguish information from persuasion, and logic from emotion.

Students will compare and contrast one's own experiences, information, and insights with the message received in a variety of communication situations.

Students will compare and contrast enjoyable listening experiences by examining different renditions of the same work (e.g., the same selection interpreted by different performers).

Students will identify, anticipate, and manage barriers to listening.

Grade: 9
Students will identify and use different types of listening appropriate to the listening situation (e.g., critical listening).

Students will identify, anticipate, and manage barriers to listening.

Grade: 10
Students will identify and use different types of listening appropriate to the listening situation (e.g., critical listening).

Students will identify, anticipate, and manage barriers to listening.

Grade: 11
Students will identify and use different types of listening appropriate to the listening situation (e.g., critical listening).

Students will identify, anticipate, and manage barriers to listening.

Grade: 12
Students will identify and use different types of listening appropriate to the listening situation (e.g., critical listening).

Students will identify, anticipate, and manage barriers to listening.

Subject: Mathematics

Grade: 8
Students will select and use appropriate units and tools to measure to a level of accuracy required in a particular setting.

Grade: 9
Students will solve algebraic equations and inequalities: linear, quadratic, exponential, logarithmic, and power.

Students will analyze the graphs of the families of polynomial, rational, power, exponential, logarithmic, and periodic functions.

Grade: 10
Students will solve algebraic equations and inequalities: linear, quadratic, exponential, logarithmic, and power.

Students will analyze the graphs of the families of polynomial, rational, power, exponential, logarithmic, and periodic functions.

Grade: 11
Students will solve algebraic equations and inequalities: linear, quadratic, exponential, logarithmic, and power.

Students will analyze the graphs of the families of polynomial, rational, power, exponential, logarithmic, and periodic functions.

Grade: 12
Students will solve algebraic equations and inequalities: linear, quadratic, exponential, logarithmic, and power.

Students will analyze the graphs of the families of polynomial, rational, power, exponential, logarithmic, and periodic functions.

North Carolina  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Analyze expressive materials that are read, heard, and/or viewed by drawing inferences.

Analyze expressive materials that are read, heard, and/or viewed by maintaining an annotated list of works that are read or viewed, including personal reactions.

Analyze and evaluate informational materials that are read, heard, and/or viewed by recognizing the characteristics of informational materials.

Analyze and evaluate informational materials that are read, heard, and/or viewed by determining the importance and accuracy of information.

Analyze the purpose of the author or creator and the impact of that purpose by evaluating the effects of author's craft on the reader/viewer/listener.

Grade: 9
Respond to informational texts or media by assessing the language, culture, structure, and historical perspective of the text to explain insights into language.

Grade: 10
Respond to informational texts or media by assessing the language, culture, structure, and historical perspective of the text to explain insights into language.

Grade: 11
Respond to informational texts or media by assessing the language, culture, structure, and historical perspective of the text to explain insights into language.

Grade: 12
Respond to informational texts or media by assessing the language, culture, structure, and historical perspective of the text to explain insights into language.

Subject: Mathematics

Grade: 9
Graph and evaluate exponential functions to solve problems.

Use exponential functions to model and solve problems; justify results: Solve using tables, graphs, and algebraic properties.

Use exponential functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Create and use best-fit mathematical models of linear, exponential, and quadratic functions to solve problems involving sets of data: Interpret the constants, coefficients, and bases in the context of the data.

Create and use best-fit mathematical models of linear, exponential, and quadratic functions to solve problems involving sets of data: Check the model for goodness-of-fit and use the model, where appropriate, to draw conclusions or make predictions.

Select and use appropriate tools to measure two- and three-dimensional figures; interpret and communicate results with regard to precision.

Use exponential functions to model and solve problems; justify results: Solve using tables, graphs, and algebraic properties.

Use exponential functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Use logarithmic (common, natural) functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Use exponential functions to model and solve problems; justify results: Solve using tables, graphs, and algebraic properties.

Use exponential functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Analyze bivariate data: Use logarithmic and power transformations to analyze data.

Grade: 10
Graph and evaluate exponential functions to solve problems.

Use exponential functions to model and solve problems; justify results: Solve using tables, graphs, and algebraic properties.

Use exponential functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Create and use best-fit mathematical models of linear, exponential, and quadratic functions to solve problems involving sets of data: Interpret the constants, coefficients, and bases in the context of the data.

Create and use best-fit mathematical models of linear, exponential, and quadratic functions to solve problems involving sets of data: Check the model for goodness-of-fit and use the model, where appropriate, to draw conclusions or make predictions.

Select and use appropriate tools to measure two- and three-dimensional figures; interpret and communicate results with regard to precision.

Use exponential functions to model and solve problems; justify results: Solve using tables, graphs, and algebraic properties.

Use exponential functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Use logarithmic (common, natural) functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Use exponential functions to model and solve problems; justify results: Solve using tables, graphs, and algebraic properties.

Use exponential functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Analyze bivariate data: Use logarithmic and power transformations to analyze data.

Grade: 11
Graph and evaluate exponential functions to solve problems.

Use exponential functions to model and solve problems; justify results: Solve using tables, graphs, and algebraic properties.

Use exponential functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Create and use best-fit mathematical models of linear, exponential, and quadratic functions to solve problems involving sets of data: Interpret the constants, coefficients, and bases in the context of the data.

Create and use best-fit mathematical models of linear, exponential, and quadratic functions to solve problems involving sets of data: Check the model for goodness-of-fit and use the model, where appropriate, to draw conclusions or make predictions.

Select and use appropriate tools to measure two- and three-dimensional figures; interpret and communicate results with regard to precision.

Use exponential functions to model and solve problems; justify results: Solve using tables, graphs, and algebraic properties.

Use exponential functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Use logarithmic (common, natural) functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Use exponential functions to model and solve problems; justify results: Solve using tables, graphs, and algebraic properties.

Use exponential functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Analyze bivariate data: Use logarithmic and power transformations to analyze data.

Grade: 12
Graph and evaluate exponential functions to solve problems.

Use exponential functions to model and solve problems; justify results: Solve using tables, graphs, and algebraic properties.

Use exponential functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Create and use best-fit mathematical models of linear, exponential, and quadratic functions to solve problems involving sets of data: Interpret the constants, coefficients, and bases in the context of the data.

Create and use best-fit mathematical models of linear, exponential, and quadratic functions to solve problems involving sets of data: Check the model for goodness-of-fit and use the model, where appropriate, to draw conclusions or make predictions.

Select and use appropriate tools to measure two- and three-dimensional figures; interpret and communicate results with regard to precision.

Use exponential functions to model and solve problems; justify results: Solve using tables, graphs, and algebraic properties.

Use exponential functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Use logarithmic (common, natural) functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Use exponential functions to model and solve problems; justify results: Solve using tables, graphs, and algebraic properties.

Use exponential functions to model and solve problems; justify results: Interpret the constants, coefficients, and bases in the context of the problem.

Analyze bivariate data: Use logarithmic and power transformations to analyze data.

North Dakota  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 9
Conversation, Group Discussion, and Oral Presentation: Use critical listening skills; i.e., reflection

Grade: 10
Interpreting Media: Evaluate the portrayal of ethnicity and lifestyles in media messages

Interpreting Media: Analyze media messages

Grade: 11
Conversation, Group Discussion, and Oral Presentation: Adapt to a variety of speaking and listening situations such as formal presentations, oral interpretations, and group discussions

Grade: 12
Conversation, Group Discussion, and Oral Presentation: Use critical listening responses such as refutation and commentary, to critique the accuracy of messages

Subject: Mathematics

Grade: 9
Patterns, Relations, and Functions: Identify the independent variable, dependent variable, domain, and range of a function.

Grade: 10
Patterns, Relations, and Functions: Identify the independent variable, dependent variable, domain, and range of a function.

Grade: 11
Measurement: Students use concepts and tools of measurement to describe and quantify the world.

Patterns, Relations, and Functions: Generate graphs of a variety of functions (i.e., linear, quadratic, polynomial, absolute value, and exponential), using technology when appropriate.

Mathematical Modeling: Determine and write an equation for a function (i.e., linear, quadratic, polynomial, absolute value, and exponential) that models a mathematical relationship.

Grade: 12
Measurement: Students use concepts and tools of measurement to describe and quantify the world.

Patterns, Relations, and Functions: Generate graphs of a variety of functions (i.e., linear, quadratic, polynomial, absolute value, and exponential), using technology when appropriate.

Mathematical Modeling: Determine and write an equation for a function (i.e., linear, quadratic, polynomial, absolute value, and exponential) that models a mathematical relationship.

Nebraska  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Listen to take notes and process information.

Adapt listening strategies for specific purposes.

New Hampshire  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 9
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 10
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 11
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 12
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Subject: Mathematics

Grade: 8
Choose appropriate techniques and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurement.

Use polynomial, rational, trigonometric, and exponential functions to model real-world relationships.

Grade: 9
Choose appropriate techniques and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurement.

Use polynomial, rational, trigonometric, and exponential functions to model real-world relationships.

Grade: 10
Choose appropriate techniques and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurement.

Use polynomial, rational, trigonometric, and exponential functions to model real-world relationships.

Grade: 11
Choose appropriate techniques and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurement.

Use polynomial, rational, trigonometric, and exponential functions to model real-world relationships.

Grade: 12
Choose appropriate techniques and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurement.

Use polynomial, rational, trigonometric, and exponential functions to model real-world relationships.

New Jersey  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Active Listening: Listen to determine a speaker's purpose, attitude, and perspective.

Listening Comprehension: Exhibit proficiency in integrating oral reading with listening, writing, and viewing.

Constructing Meaning: Analyze aspects of print and electronic texts that support the author's point of view, opinion, or attitude.

Constructing Meaning: Analyze and respond to visual and print messages (e.g. humor, irony, metaphor) and recognize how words, sounds, and still or moving images are used in each medium to convey the intended messages.

Grade: 9
Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

Grade: 10
Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

Grade: 11
Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

Grade: 12
Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

Subject: Mathematics

Grade: 8
Units of Measurement: Recognize that the degree of precision needed in calculations depends on how the results will be used and the instruments used to generate the measurements.

Functions and Relationships: Recognize and describe the difference between linear and exponential growth, using tables, graphs, and equations.

Problem Solving: Learn mathematics through problem solving, inquiry, and discovery.

Problem Solving: Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3).

Problem Solving: Select and apply a variety of appropriate problem-solving strategies (e.g., 'try a simpler problem' or 'make a diagram') to solve problems.

Grade: 9
Functions and Relationships: Understand and compare the properties of classes of functions, including exponential, polynomial, rational, and trigonometric functions.

Modeling: Convert recursive formulas to linear or exponential functions (e.g., Tower of Hanoi and doubling).

Problem Solving: Learn mathematics through problem solving, inquiry, and discovery.

Problem Solving: Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3).

Problem Solving: Select and apply a variety of appropriate problem-solving strategies (e.g., 'try a simpler problem' or 'make a diagram') to solve problems.

Grade: 10
Functions and Relationships: Understand and compare the properties of classes of functions, including exponential, polynomial, rational, and trigonometric functions.

Modeling: Convert recursive formulas to linear or exponential functions (e.g., Tower of Hanoi and doubling).

Problem Solving: Learn mathematics through problem solving, inquiry, and discovery.

Problem Solving: Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3).

Problem Solving: Select and apply a variety of appropriate problem-solving strategies (e.g., 'try a simpler problem' or 'make a diagram') to solve problems.

Grade: 11
Functions and Relationships: Understand and compare the properties of classes of functions, including exponential, polynomial, rational, and trigonometric functions.

Modeling: Convert recursive formulas to linear or exponential functions (e.g., Tower of Hanoi and doubling).

Problem Solving: Learn mathematics through problem solving, inquiry, and discovery.

Problem Solving: Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3).

Problem Solving: Select and apply a variety of appropriate problem-solving strategies (e.g., 'try a simpler problem' or 'make a diagram') to solve problems.

Grade: 12
Functions and Relationships: Understand and compare the properties of classes of functions, including exponential, polynomial, rational, and trigonometric functions.

Modeling: Convert recursive formulas to linear or exponential functions (e.g., Tower of Hanoi and doubling).

Problem Solving: Learn mathematics through problem solving, inquiry, and discovery.

Problem Solving: Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3).

Problem Solving: Select and apply a variety of appropriate problem-solving strategies (e.g., 'try a simpler problem' or 'make a diagram') to solve problems.

New Mexico  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Analyze the purpose of the author or creator and the impact of that purpose by evaluating biases, messages, and underlying assumptions of a variety of texts and media.

Grade: 9
Analyze the way in which literature and media are related to the themes and issues of their historical context.

Grade: 11
Analyze arguments, concepts, and perspectives presented in literary works and media.

Subject: Mathematics

Grade: 9
Determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression.

Analyze and describe middle and end (asymptotic) behavior of linear, quadratic, and exponential functions, and sketch the graphs of functions.

Work with composition of functions (e.g., find f of g when f(x) = 2x - 3 and g(x) = 3x - 2), and find the domain, range, intercepts, zeros, and local maxima or minima of the final function.

Analyze the effects of parameter changes on these functions: exponential (e.g., changes caused by increasing x(x + c) or (ax)).

Logs and exponential functions: Students will be able to operate with logs and exponential functions on the basis of their inverse relationship.

Logs and exponential functions: Students will be able to use exponential functions and common and natural logs to understand real-life situations (e.g., half-life, amortization, logistic growth).

Logs and exponential functions: Students will be able to use logs and exponents to solve equations.

Grade: 10
Determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression.

Analyze and describe middle and end (asymptotic) behavior of linear, quadratic, and exponential functions, and sketch the graphs of functions.

Work with composition of functions (e.g., find f of g when f(x) = 2x - 3 and g(x) = 3x - 2), and find the domain, range, intercepts, zeros, and local maxima or minima of the final function.

Analyze the effects of parameter changes on these functions: exponential (e.g., changes caused by increasing x(x + c) or (ax)).

Logs and exponential functions: Students will be able to operate with logs and exponential functions on the basis of their inverse relationship.

Logs and exponential functions: Students will be able to use exponential functions and common and natural logs to understand real-life situations (e.g., half-life, amortization, logistic growth).

Logs and exponential functions: Students will be able to use logs and exponents to solve equations.

Grade: 11
Determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression.

Analyze and describe middle and end (asymptotic) behavior of linear, quadratic, and exponential functions, and sketch the graphs of functions.

Work with composition of functions (e.g., find f of g when f(x) = 2x - 3 and g(x) = 3x - 2), and find the domain, range, intercepts, zeros, and local maxima or minima of the final function.

Analyze the effects of parameter changes on these functions: exponential (e.g., changes caused by increasing x(x + c) or (ax)).

Logs and exponential functions: Students will be able to operate with logs and exponential functions on the basis of their inverse relationship.

Logs and exponential functions: Students will be able to use exponential functions and common and natural logs to understand real-life situations (e.g., half-life, amortization, logistic growth).

Logs and exponential functions: Students will be able to use logs and exponents to solve equations.

Grade: 12
Determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression.

Analyze and describe middle and end (asymptotic) behavior of linear, quadratic, and exponential functions, and sketch the graphs of functions.

Work with composition of functions (e.g., find f of g when f(x) = 2x - 3 and g(x) = 3x - 2), and find the domain, range, intercepts, zeros, and local maxima or minima of the final function.

Analyze the effects of parameter changes on these functions: exponential (e.g., changes caused by increasing x(x + c) or (ax)).

Logs and exponential functions: Students will be able to operate with logs and exponential functions on the basis of their inverse relationship.

Logs and exponential functions: Students will be able to use exponential functions and common and natural logs to understand real-life situations (e.g., half-life, amortization, logistic growth).

Logs and exponential functions: Students will be able to use logs and exponents to solve equations.

Nevada  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Conversations and Group Discussions: Participate in conversations and group discussions as active listeners who provide constructive feedback.

Grade: 9
Content: Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

Grade: 10
Content: Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

Grade: 11
Content: Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

Grade: 12
Content: Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

Subject: Mathematics

Grade: 8
Apply combinations of proven strategies and previous knowledge to solve non-routine problems.

Grade: 9
Linear Equations: Determine the domain and range of linear relations given a graph or a set of ordered pairs; explain their importance in problem s1olving situations.

Select, modify, develop, and apply strategies to solve a variety of mathematical and practical problems and to investigate and understand mathematical concepts.

Apply previous experience and knowledge to new problem-solving situations.

Verify, interpret, and evaluate results with respect to the original problem situation, determining an efficient strategy for the given situation.

Try more than one strategy when the first strategy proves to be unproductive.

Apply multi-step, integrated, mathematical problem-solving strategies, persisting until a solution is found or until it is clear that no solution exists.

Generalize solutions and strategies from earlier problems to new problem situations.

Interpret and solve a variety of mathematical problems by paraphrasing, identifying necessary and extraneous information, selecting and justifying efficient methods and/or strategies, and ensuring the answer is reasonable.

Apply combinations of proven strategies and previous knowledge to solve non-routine problems.

Use inquiry techniques (e.g. discussion, questioning, research, data gathering) to solve mathematical problems.

Interpret and solve word problems without the necessity of key words or phrases.

Determine relevant, irrelevant, and/or sufficient information to solve mathematical problems.

Use the connections among mathematical topics to develop multiple approaches to problems.

Apply mathematical thinking and modeling to solve problems that arise in other disciplines (e.g. rhythm in music and motion in science).

Grade: 10
Linear Equations: Determine the domain and range of linear relations given a graph or a set of ordered pairs; explain their importance in problem s1olving situations.

Select, modify, develop, and apply strategies to solve a variety of mathematical and practical problems and to investigate and understand mathematical concepts.

Apply previous experience and knowledge to new problem-solving situations.

Verify, interpret, and evaluate results with respect to the original problem situation, determining an efficient strategy for the given situation.

Try more than one strategy when the first strategy proves to be unproductive.

Apply multi-step, integrated, mathematical problem-solving strategies, persisting until a solution is found or until it is clear that no solution exists.

Generalize solutions and strategies from earlier problems to new problem situations.

Interpret and solve a variety of mathematical problems by paraphrasing, identifying necessary and extraneous information, selecting and justifying efficient methods and/or strategies, and ensuring the answer is reasonable.

Apply combinations of proven strategies and previous knowledge to solve non-routine problems.

Use inquiry techniques (e.g. discussion, questioning, research, data gathering) to solve mathematical problems.

Interpret and solve word problems without the necessity of key words or phrases.

Determine relevant, irrelevant, and/or sufficient information to solve mathematical problems.

Use the connections among mathematical topics to develop multiple approaches to problems.

Apply mathematical thinking and modeling to solve problems that arise in other disciplines (e.g. rhythm in music and motion in science).

Grade: 11
Linear Equations: Determine the domain and range of linear relations given a graph or a set of ordered pairs; explain their importance in problem s1olving situations.

Select, modify, develop, and apply strategies to solve a variety of mathematical and practical problems and to investigate and understand mathematical concepts.

Apply previous experience and knowledge to new problem-solving situations.

Verify, interpret, and evaluate results with respect to the original problem situation, determining an efficient strategy for the given situation.

Try more than one strategy when the first strategy proves to be unproductive.

Apply multi-step, integrated, mathematical problem-solving strategies, persisting until a solution is found or until it is clear that no solution exists.

Generalize solutions and strategies from earlier problems to new problem situations.

Interpret and solve a variety of mathematical problems by paraphrasing, identifying necessary and extraneous information, selecting and justifying efficient methods and/or strategies, and ensuring the answer is reasonable.

Apply combinations of proven strategies and previous knowledge to solve non-routine problems.

Use inquiry techniques (e.g. discussion, questioning, research, data gathering) to solve mathematical problems.

Interpret and solve word problems without the necessity of key words or phrases.

Determine relevant, irrelevant, and/or sufficient information to solve mathematical problems.

Use the connections among mathematical topics to develop multiple approaches to problems.

Apply mathematical thinking and modeling to solve problems that arise in other disciplines (e.g. rhythm in music and motion in science).

Grade: 12
Linear Equations: Determine the domain and range of linear relations given a graph or a set of ordered pairs; explain their importance in problem s1olving situations.

Select, modify, develop, and apply strategies to solve a variety of mathematical and practical problems and to investigate and understand mathematical concepts.

Apply previous experience and knowledge to new problem-solving situations.

Verify, interpret, and evaluate results with respect to the original problem situation, determining an efficient strategy for the given situation.

Try more than one strategy when the first strategy proves to be unproductive.

Apply multi-step, integrated, mathematical problem-solving strategies, persisting until a solution is found or until it is clear that no solution exists.

Generalize solutions and strategies from earlier problems to new problem situations.

Interpret and solve a variety of mathematical problems by paraphrasing, identifying necessary and extraneous information, selecting and justifying efficient methods and/or strategies, and ensuring the answer is reasonable.

Apply combinations of proven strategies and previous knowledge to solve non-routine problems.

Use inquiry techniques (e.g. discussion, questioning, research, data gathering) to solve mathematical problems.

Interpret and solve word problems without the necessity of key words or phrases.

Determine relevant, irrelevant, and/or sufficient information to solve mathematical problems.

Use the connections among mathematical topics to develop multiple approaches to problems.

Apply mathematical thinking and modeling to solve problems that arise in other disciplines (e.g. rhythm in music and motion in science).

New York  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Students understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations (e.g., in considering whether to let a new industry come into a community, some community members might be enthusiastic about the additional jobs that will be created while others are concerned about the air and noise pollution that could result).

Students evaluate their own and others' work based on a variety of criteria (e.g., logic, clarity, comprehensiveness, conciseness, originality, conventionality) and recognize the varying effectiveness of different approaches.

Students listen attentively to others and build on others' ideas in conversations with peers and adults.

Grade: 9
Students make perceptive and well developed connections to prior knowledge.

Grade: 10
Students make perceptive and well developed connections to prior knowledge.

Grade: 11
Students make perceptive and well developed connections to prior knowledge.

Grade: 12
Students make perceptive and well developed connections to prior knowledge.

Subject: Mathematics

Grade: 8
Students apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.

Understand that there is no one right way to solve mathematical problems but that different methods have advantages and disadvantages.

Understand how to break a complex problem into simpler parts or use a similar problem type to solve a problem.

Work backwards from a solution.

Set expectations and limits for possible solutions.

Connect and apply a variety of strategies to solve problems.

Patterns, Relations, and Functions: Define and use correct terminology when referring to function (domain and range).

Students analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action.

Students design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.

Students describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation.

Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

Grade: 9
Students apply algebraic and geometric concepts and skills to the solution of problems.

Use a variety of problem solving strategies to understand new mathematical content.

Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic).

Use a variety of strategies to extend solution methods to other problems.

Equations and Inequalities: Analyze and solve verbal problems that involve exponential growth and decay.

Coordinate Geometry: Identify and graph linear, quadratic (parabolic), absolute value, and exponential functions.

Use a variety of problem solving strategies to understand new mathematical content.

Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic).

Use a variety of strategies to extend solution methods to other problems.

Use a variety of problem solving strategies to understand new mathematical content.

Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic).

Use a variety of strategies to extend solution methods to other problems.

Support mathematical ideas using a variety of strategies.

Equations and Inequalities: Solve an application which results in an exponential function.

Variables and Expressions: Evaluate exponential expressions, including those with base e.

Variables and Expressions: Evaluate logarithmic expressions in any base.

Variables and Expressions: Apply the properties of logarithms to rewrite logarithmic expressions in equivalent forms.

Equations and Inequalities: Solve exponential equations with and without common bases.

Equations and Inequalities: Solve a logarithmic equation by rewriting as an exponential equation.

Patterns, Relations, and Functions: Determine the domain and range of a function from its equation.

Patterns, Relations, and Functions: Use functional notation to evaluate functions for given values in the domain.

Coordinate Geometry: Determine the domain and range of a function from its graph.

Coordinate Geometry: Graph exponential functions of the form y = b to the power of x for positive values of b, including b = e.

Graph logarithmic functions, using the inverse of the related exponential function.

Students analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.

Students design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.

Students explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring into the mathematical ideas relating to investigation of phenomena, and using (and if needed, designing) technological tools and procedures to assist in the investigation and in the communication of results.

Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

Grade: 10
Students apply algebraic and geometric concepts and skills to the solution of problems.

Use a variety of problem solving strategies to understand new mathematical content.

Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic).

Use a variety of strategies to extend solution methods to other problems.

Equations and Inequalities: Analyze and solve verbal problems that involve exponential growth and decay.

Coordinate Geometry: Identify and graph linear, quadratic (parabolic), absolute value, and exponential functions.

Use a variety of problem solving strategies to understand new mathematical content.

Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic).

Use a variety of strategies to extend solution methods to other problems.

Use a variety of problem solving strategies to understand new mathematical content.

Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic).

Use a variety of strategies to extend solution methods to other problems.

Support mathematical ideas using a variety of strategies.

Equations and Inequalities: Solve an application which results in an exponential function.

Variables and Expressions: Evaluate exponential expressions, including those with base e.

Variables and Expressions: Evaluate logarithmic expressions in any base.

Variables and Expressions: Apply the properties of logarithms to rewrite logarithmic expressions in equivalent forms.

Equations and Inequalities: Solve exponential equations with and without common bases.

Equations and Inequalities: Solve a logarithmic equation by rewriting as an exponential equation.

Patterns, Relations, and Functions: Determine the domain and range of a function from its equation.

Patterns, Relations, and Functions: Use functional notation to evaluate functions for given values in the domain.

Coordinate Geometry: Determine the domain and range of a function from its graph.

Coordinate Geometry: Graph exponential functions of the form y = b to the power of x for positive values of b, including b = e.

Graph logarithmic functions, using the inverse of the related exponential function.

Students analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.

Students design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.

Students explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring into the mathematical ideas relating to investigation of phenomena, and using (and if needed, designing) technological tools and procedures to assist in the investigation and in the communication of results.

Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

Grade: 11
Students apply algebraic and geometric concepts and skills to the solution of problems.

Use a variety of problem solving strategies to understand new mathematical content.

Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic).

Use a variety of strategies to extend solution methods to other problems.

Equations and Inequalities: Analyze and solve verbal problems that involve exponential growth and decay.

Coordinate Geometry: Identify and graph linear, quadratic (parabolic), absolute value, and exponential functions.

Use a variety of problem solving strategies to understand new mathematical content.

Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic).

Use a variety of strategies to extend solution methods to other problems.

Use a variety of problem solving strategies to understand new mathematical content.

Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic).

Use a variety of strategies to extend solution methods to other problems.

Support mathematical ideas using a variety of strategies.

Equations and Inequalities: Solve an application which results in an exponential function.

Variables and Expressions: Evaluate exponential expressions, including those with base e.

Variables and Expressions: Evaluate logarithmic expressions in any base.

Variables and Expressions: Apply the properties of logarithms to rewrite logarithmic expressions in equivalent forms.

Equations and Inequalities: Solve exponential equations with and without common bases.

Equations and Inequalities: Solve a logarithmic equation by rewriting as an exponential equation.

Patterns, Relations, and Functions: Determine the domain and range of a function from its equation.

Patterns, Relations, and Functions: Use functional notation to evaluate functions for given values in the domain.

Coordinate Geometry: Determine the domain and range of a function from its graph.

Coordinate Geometry: Graph exponential functions of the form y = b to the power of x for positive values of b, including b = e.

Graph logarithmic functions, using the inverse of the related exponential function.

Students analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.

Students design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.

Students explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring into the mathematical ideas relating to investigation of phenomena, and using (and if needed, designing) technological tools and procedures to assist in the investigation and in the communication of results.

Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

Grade: 12
Students apply algebraic and geometric concepts and skills to the solution of problems.

Use a variety of problem solving strategies to understand new mathematical content.

Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic).

Use a variety of strategies to extend solution methods to other problems.

Equations and Inequalities: Analyze and solve verbal problems that involve exponential growth and decay.

Coordinate Geometry: Identify and graph linear, quadratic (parabolic), absolute value, and exponential functions.

Use a variety of problem solving strategies to understand new mathematical content.

Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic).

Use a variety of strategies to extend solution methods to other problems.

Use a variety of problem solving strategies to understand new mathematical content.

Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic).

Use a variety of strategies to extend solution methods to other problems.

Support mathematical ideas using a variety of strategies.

Equations and Inequalities: Solve an application which results in an exponential function.

Variables and Expressions: Evaluate exponential expressions, including those with base e.

Variables and Expressions: Evaluate logarithmic expressions in any base.

Variables and Expressions: Apply the properties of logarithms to rewrite logarithmic expressions in equivalent forms.

Equations and Inequalities: Solve exponential equations with and without common bases.

Equations and Inequalities: Solve a logarithmic equation by rewriting as an exponential equation.

Patterns, Relations, and Functions: Determine the domain and range of a function from its equation.

Patterns, Relations, and Functions: Use functional notation to evaluate functions for given values in the domain.

Coordinate Geometry: Determine the domain and range of a function from its graph.

Coordinate Geometry: Graph exponential functions of the form y = b to the power of x for positive values of b, including b = e.

Graph logarithmic functions, using the inverse of the related exponential function.

Students analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.

Students design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.

Students explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring into the mathematical ideas relating to investigation of phenomena, and using (and if needed, designing) technological tools and procedures to assist in the investigation and in the communication of results.

Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

Ohio  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Use a variety of strategies to enhance listening comprehension.

Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.

Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace).

Grade Level Indicator: Listening and Viewing: Determine the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

Grade Level Indicator: Listening and Viewing: Identify the speaker's choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and how they contribute to meaning.

Grade: 9
Use a variety of strategies to enhance listening comprehension.

Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.

Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings.

Grade Level Indicator: Listening and Viewing: Identify types of arguments used by the speaker, such as authority and appeals to emotion.

Grade Level Indicator: Listening and Viewing: Analyze the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

Grade Level Indicator: Listening and Viewing: Identify the speaker's choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and explain how they contribute to meaning.

Grade: 10
Use a variety of strategies to enhance listening comprehension.

Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message.

Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.

Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings.

Grade Level Indicator: Listening and Viewing: Interpret types of arguments used by the speaker such as authority and appeals to audience.

Grade Level Indicator: Listening and Viewing: Evaluate the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

Grade Level Indicator: Listening and Viewing: Identify how language choice and delivery styles (e.g., repetition, appeal to emotion, eye contact) contribute to meaning.

Grade: 11
Use a variety of strategies to enhance listening comprehension.

Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings.

Grade Level Indicator: Listening and Viewing: Analyze types of arguments used by a speaker, such as causation, analogy and logic.

Grade Level Indicator: Listening and Viewing: Critique the clarity, effectiveness and overall coherence of a speaker's key points.

Grade Level Indicator: Listening and Viewing: Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) effect the mood and tone and impact the audience.

Grade: 12
Use a variety of strategies to enhance listening comprehension.

Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace).

Grade Level Indicator: Listening and Viewing: Analyze types of arguments used by the speaker, such as causation, analogy and logic.

Grade Level Indicator: Listening and Viewing: Critique the clarity, effectiveness and overall coherence of a speaker's key points.

Grade Level Indicator: Listening and Viewing: Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) affect the mood and tone and impact the audience.

Subject: Mathematics

Grade: 8
Grade Level Indicator: Use Measurement Techniques and Tools: Find the sum of the interior and exterior angles of regular convex polygons with and without measuring the angles with a protractor.

Formulate a problem or mathematical model in response to a specific need or situation, determine information required to solve the problem, choose method for obtaining this information, and set limits for acceptable solution.

Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner.

Grade: 9
Grade Level Indicator: Use Patterns, Relations and Functions: Define function with ordered pairs in which each domain element is assigned exactly one range element.

Formulate a problem or mathematical model in response to a specific need or situation, determine information required to solve the problem, choose method for obtaining this information, and set limits for acceptable solution.

Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner.

Grade: 10
Grade Level Indicator: Use Algebraic Representations: Solve real-world problems that can be modeled using linear, quadratic, exponential or square root functions.

Formulate a problem or mathematical model in response to a specific need or situation, determine information required to solve the problem, choose method for obtaining this information, and set limits for acceptable solution.

Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner.

Grade: 11
Grade Level Indicator: Use Patterns, Relations and Functions: Describe and compare the characteristics of the following families of functions: quadratics with complex roots, polynomials of any degree, logarithms, and rational functions; e.g., general shape, number of roots, domain and range, asymptotic behavior.

Grade Level Indicator: Analyze Change: Describe how a change in the value of a constant in an exponential, logarithmic or radical equation affects the graph of the equation.

Assess the adequacy and reliability of information available to solve a problem.

Apply mathematical modeling to workplace and consumer situations, including problem formulation, identification of a mathematical model, interpretation of solution within the model, and validation to original problem situation.

Grade: 12
Assess the adequacy and reliability of information available to solve a problem.

Apply mathematical modeling to workplace and consumer situations, including problem formulation, identification of a mathematical model, interpretation of solution within the model, and validation to original problem situation.

Oklahoma  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Listen in order to identify and discuss topic, purpose, and perspective.

Recognize and understand barriers to effective listening (i.e., internal and external distractions, personal biases, and conflicting demands).

Interpret how language choice is used to enhance visual media (e.g., language or particular television or film genre, the use of emotional or logical arguments in commercials).

Use a variety of criteria to evaluate and form viewpoints of visual media (e.g., evaluates the effectiveness of informational media, such as Web sites, documentaries, news programs, and recognizes a range of viewpoints and arguments).

Establish criteria for selecting or avoiding specific programs.

Assess how language medium and presentation contribute to the message.

Grade: 9
Focus attention on the speaker's message.

Listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances.

Monitor speaker's message and clarity and understanding to formulate and provide effective verbal and nonverbal feedback.

Selects people with special interests and expectations who are the target audience for particular messages or products in visual media.

Grade: 10
Engage in critical, empathetic, appreciative, and reflective listening to interpret, respond and evaluate speaker's messages.

Evaluate informative and persuasive presentations of peers, public figures, and media presentations.

Grade: 11
Demonstrate proficiency in critical, empathetic, appreciative, and reflective listening to interpret, respond and evaluate speaker's messages.

Use effective strategies for listening that prepares for listening, identifies the types of listening, and adopts appropriate strategies.

Listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances.

Use effective strategies to evaluate own listening such as asking questions for clarification, comparing and contrasting interpretations with others, and researching points of interest or contention.

Use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

Use a range of strategies to interpret visual media (e.g., draw conclusions, make generalizations, synthesize material viewed, refer to images or information in visual media to support point of view).

Describe how editing shapes meaning in visual media (e.g., omission of alternative perspectives; filtered or implied viewpoints; emphasis of specific ideas, images, or information in order to serve particular interests).

Uses a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate informational media (e.g., Web sites, documentaries, news programs.

Compare, contrast, and critique various media coverage of the same events such as in newspapers, television, and on the Internet, and compose a study of the results.

Grade: 12
Demonstrate proficiency in critical, empathetic, appreciative, and reflective listening to interpret, respond and evaluate speaker's messages.

Use effective strategies for listening that prepares for listening, identifies the types of listening, and adopts appropriate strategies.

Listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances.

Use effective strategies to evaluate own listening such as asking questions for clarification, comparing and contrasting interpretations with others, and researching points of interest or contention.

Use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

Use a range of strategies to interpret visual media (e.g., draw conclusions, make generalizations, synthesizes material viewed, refer to images or information in visual media to support point of view).

Demonstrate how editing shapes meaning in visual media (e.g., omission of alternative perspectives; filtered or implied viewpoints; emphasis of specific ideas, images, or information in order to serve particular interests).

Use a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate informational media (e.g., Web sites, documentaries, news programs).

Use the effects of media on constructing his/her own perception of reality.

Subject: Mathematics

Grade: 9
Relations and Functions: Identify dependent and independent variables, domain and range.

Use functional notation and specify domain and range.

Exponential and Logarithmic Functions: Interpret and graph exponential and logarithmic functions.

Exponential and Logarithmic Functions: Apply the inverse relationship between exponential and logarithmic functions.

Exponential and Logarithmic Functions: Use exponential and logarithmic functions to solve problems (e.g., compound interest, exponential growth or exponential decay).

Solve multistep problems using concepts such as rate, distance, ratio and proportion, average, and percent.

Collect data involving two variables and display on a scatter plot, interpret results using a linear, exponential or quadratic model/equation and identify whether the model/equation is a curve of best fit for the data.

Grade: 10
Relations and Functions: Identify dependent and independent variables, domain and range.

Use functional notation and specify domain and range.

Exponential and Logarithmic Functions: Interpret and graph exponential and logarithmic functions.

Exponential and Logarithmic Functions: Apply the inverse relationship between exponential and logarithmic functions.

Exponential and Logarithmic Functions: Use exponential and logarithmic functions to solve problems (e.g., compound interest, exponential growth or exponential decay).

Solve multistep problems using concepts such as rate, distance, ratio and proportion, average, and percent.

Collect data involving two variables and display on a scatter plot, interpret results using a linear, exponential or quadratic model/equation and identify whether the model/equation is a curve of best fit for the data.

Grade: 11
Relations and Functions: Identify dependent and independent variables, domain and range.

Use functional notation and specify domain and range.

Exponential and Logarithmic Functions: Interpret and graph exponential and logarithmic functions.

Exponential and Logarithmic Functions: Apply the inverse relationship between exponential and logarithmic functions.

Exponential and Logarithmic Functions: Use exponential and logarithmic functions to solve problems (e.g., compound interest, exponential growth or exponential decay).

Solve multistep problems using concepts such as rate, distance, ratio and proportion, average, and percent.

Collect data involving two variables and display on a scatter plot, interpret results using a linear, exponential or quadratic model/equation and identify whether the model/equation is a curve of best fit for the data.

Grade: 12
Relations and Functions: Identify dependent and independent variables, domain and range.

Use functional notation and specify domain and range.

Exponential and Logarithmic Functions: Interpret and graph exponential and logarithmic functions.

Exponential and Logarithmic Functions: Apply the inverse relationship between exponential and logarithmic functions.

Exponential and Logarithmic Functions: Use exponential and logarithmic functions to solve problems (e.g., compound interest, exponential growth or exponential decay).

Solve multistep problems using concepts such as rate, distance, ratio and proportion, average, and percent.

Collect data involving two variables and display on a scatter plot, interpret results using a linear, exponential or quadratic model/equation and identify whether the model/equation is a curve of best fit for the data.

Oregon  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Analysis: Interpret and evaluate the various ways in which visual image-makers (e.g., graphic artists, illustrators, news photographers, film makers) communicate information and affect impressions and opinions.

Grade: 9
Analysis: Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.

Grade: 10
Analysis: Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.

Grade: 11
Analysis: Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.

Grade: 12
Analysis: Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.

Subject: Mathematics

Grade: 8
Develop and use strategies to estimate the results of rational number computations and judge the reasonableness of results.

Interpret the concepts of a problem-solving task and translate them into mathematics.

Choose strategies that can work and then carry out the strategies chosen.

Produce identifiable evidence of a second look at the concepts/strategies/ calculations to defend a solution.

Use pictures, symbols, and/or vocabulary to convey the path to the identified solution.

Accurately solve problems using mathematics.

Grade: 9
Develop and use strategies to estimate the results of real number computations, determine the amount of error, and judge the reasonableness of results.

Determine appropriate designs for simulations (surveys, observational studies, and experiments) and modeling to study a problem and construct empirical probability distributions to represent results.

Identify independent and dependent variables and determine the domain and range of a function in a problem situation.

Algebraically represent situations and solve problems involving quadratic and exponential equations, including exponential growth and decay.

Translate between and interpret quadratic and exponential relationships represented by words, symbols, tables, and graphs.

Graph quadratic and exponential equations.

Analyze how changing a parameter (i.e., k, b) in a quadratic or exponential function of the form y=k to the power of x+b, y=kx to the power of 2+b, or y=k(x+b) to the power of 2 affects its graph.

Model situations, make predictions and inferences, and solve problems using linear, quadratic, and exponential functions.

Determine when data represented in a table or graph represents a linear, quadratic, or exponential relationship.

Determine the appropriate units, scales, and tools for problem situations involving measurement.

Determine the precision of a given measuring tool (e.g., 1 degree for a standard protractor).

Develop and use strategies and formulas for calculating surface area and volume of cones and spheres.

Determine a shape that has minimum or maximum perimeter, area, surface area, or volume under specified conditions.

Make and use scale drawings and models to solve problems.

Determine the measures of corresponding angles, sides, and corresponding part of congruent and similar figures.

Use trigonometric functions, and angle and side relationships of special right triangles (30- 60-right triangles and isosceles right triangles) to solve for an unknown length and determine distances and solve problems.

Interpret the concepts of a problem-solving task and translate them into mathematics.

Choose strategies that can work and then carry out the strategies chosen.

Produce identifiable evidence of a second look at the concepts/strategies/ calculations to defend a solution.

Use pictures, symbols, and/or vocabulary to convey the path to the identified solution.

Accurately solve problems using mathematics.

Grade: 10
Develop and use strategies to estimate the results of real number computations, determine the amount of error, and judge the reasonableness of results.

Determine appropriate designs for simulations (surveys, observational studies, and experiments) and modeling to study a problem and construct empirical probability distributions to represent results.

Identify independent and dependent variables and determine the domain and range of a function in a problem situation.

Algebraically represent situations and solve problems involving quadratic and exponential equations, including exponential growth and decay.

Translate between and interpret quadratic and exponential relationships represented by words, symbols, tables, and graphs.

Graph quadratic and exponential equations.

Analyze how changing a parameter (i.e., k, b) in a quadratic or exponential function of the form y=k to the power of x+b, y=kx to the power of 2+b, or y=k(x+b) to the power of 2 affects its graph.

Model situations, make predictions and inferences, and solve problems using linear, quadratic, and exponential functions.

Determine when data represented in a table or graph represents a linear, quadratic, or exponential relationship.

Determine the appropriate units, scales, and tools for problem situations involving measurement.

Determine the precision of a given measuring tool (e.g., 1 degree for a standard protractor).

Develop and use strategies and formulas for calculating surface area and volume of cones and spheres.

Determine a shape that has minimum or maximum perimeter, area, surface area, or volume under specified conditions.

Make and use scale drawings and models to solve problems.

Use trigonometric functions, and angle and side relationships of special right triangles (30- 60-right triangles and isosceles right triangles) to solve for an unknown length and determine distances and solve problems.

Interpret the concepts of a problem-solving task and translate them into mathematics.

Choose strategies that can work and then carry out the strategies chosen.

Produce identifiable evidence of a second look at the concepts/strategies/ calculations to defend a solution.

Use pictures, symbols, and/or vocabulary to convey the path to the identified solution.

Accurately solve problems using mathematics.

Grade: 11
Develop and use strategies to estimate the results of real number computations, determine the amount of error, and judge the reasonableness of results.

Determine appropriate designs for simulations (surveys, observational studies, and experiments) and modeling to study a problem and construct empirical probability distributions to represent results.

Identify independent and dependent variables and determine the domain and range of a function in a problem situation.

Algebraically represent situations and solve problems involving quadratic and exponential equations, including exponential growth and decay.

Translate between and interpret quadratic and exponential relationships represented by words, symbols, tables, and graphs.

Graph quadratic and exponential equations.

Analyze how changing a parameter (i.e., k, b) in a quadratic or exponential function of the form y=k to the power of x+b, y=kx to the power of 2+b, or y=k(x+b) to the power of 2 affects its graph.

Model situations, make predictions and inferences, and solve problems using linear, quadratic, and exponential functions.

Determine when data represented in a table or graph represents a linear, quadratic, or exponential relationship.

Determine the appropriate units, scales, and tools for problem situations involving measurement.

Determine the precision of a given measuring tool (e.g., 1 degree for a standard protractor).

Develop and use strategies and formulas for calculating surface area and volume of cones and spheres.

Determine a shape that has minimum or maximum perimeter, area, surface area, or volume under specified conditions.

Make and use scale drawings and models to solve problems.

Determine the measures of corresponding angles, sides, and corresponding part of congruent and similar figures.

Use trigonometric functions, and angle and side relationships of special right triangles (30- 60-right triangles and isosceles right triangles) to solve for an unknown length and determine distances and solve problems.

Interpret the concepts of a problem-solving task and translate them into mathematics.

Choose strategies that can work and then carry out the strategies chosen.

Produce identifiable evidence of a second look at the concepts/strategies/ calculations to defend a solution.

Use pictures, symbols, and/or vocabulary to convey the path to the identified solution.

Accurately solve problems using mathematics.

Grade: 12
Develop and use strategies to estimate the results of real number computations, determine the amount of error, and judge the reasonableness of results.

Determine appropriate designs for simulations (surveys, observational studies, and experiments) and modeling to study a problem and construct empirical probability distributions to represent results.

Identify independent and dependent variables and determine the domain and range of a function in a problem situation.

Algebraically represent situations and solve problems involving quadratic and exponential equations, including exponential growth and decay.

Translate between and interpret quadratic and exponential relationships represented by words, symbols, tables, and graphs.

Graph quadratic and exponential equations.

Analyze how changing a parameter (i.e., k, b) in a quadratic or exponential function of the form y=k to the power of x+b, y=kx to the power of 2+b, or y=k(x+b) to the power of 2 affects its graph.

Model situations, make predictions and inferences, and solve problems using linear, quadratic, and exponential functions.

Determine when data represented in a table or graph represents a linear, quadratic, or exponential relationship.

Determine the appropriate units, scales, and tools for problem situations involving measurement.

Determine the precision of a given measuring tool (e.g., 1 degree for a standard protractor).

Develop and use strategies and formulas for calculating surface area and volume of cones and spheres.

Determine a shape that has minimum or maximum perimeter, area, surface area, or volume under specified conditions.

Make and use scale drawings and models to solve problems.

Determine the measures of corresponding angles, sides, and corresponding part of congruent and similar figures.

Use trigonometric functions, and angle and side relationships of special right triangles (30- 60-right triangles and isosceles right triangles) to solve for an unknown length and determine distances and solve problems.

Interpret the concepts of a problem-solving task and translate them into mathematics.

Choose strategies that can work and then carry out the strategies chosen.

Produce identifiable evidence of a second look at the concepts/strategies/ calculations to defend a solution.

Use pictures, symbols, and/or vocabulary to convey the path to the identified solution.

Accurately solve problems using mathematics.

Pennsylvania  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Analyze information, ideas and opinions to determine relevancy.

Analyze the selections.

Subject: Mathematics

Grade: 8
Measure angles in degrees and determine relations of angles.

Discover, describe and generalize patterns, including linear, exponential and simple quadratic relationships.

Grade: 9
Select and use appropriate units and tools to measure to the degree of accuracy required in particular measurement situations.

Solve linear, quadratic and exponential equations both symbolically and graphically.

Determine the domain and range of a relation, given a graph or set of ordered pairs.

Grade: 10
Select and use appropriate units and tools to measure to the degree of accuracy required in particular measurement situations.

Solve linear, quadratic and exponential equations both symbolically and graphically.

Determine the domain and range of a relation, given a graph or set of ordered pairs.

Grade: 11
Select and use appropriate units and tools to measure to the degree of accuracy required in particular measurement situations.

Solve linear, quadratic and exponential equations both symbolically and graphically.

Determine the domain and range of a relation, given a graph or set of ordered pairs.

Grade: 12
Select and use appropriate units and tools to measure to the degree of accuracy required in particular measurement situations.

Solve linear, quadratic and exponential equations both symbolically and graphically.

Determine the domain and range of a relation, given a graph or set of ordered pairs.

Rhode Island  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Understand the different natures and appropriate uses of verbal and non-verbal communication, identify and practice elements of active listening and effective speaking.

Access and utilize information effectively through a variety of interactions with media.

Develop informed opinions by evaluating a variety of print and non-print media.

Grade: 9
Access, utilize, and apply information effectively through a variety of interactions with media for specific purposes.

Grade: 10
Access, utilize, and apply information effectively through a variety of interactions with media for specific purposes.

Grade: 11
Understand that barriers to effective communication exist; develop vocal, content, and organizational strategies that accommodate those barriers and enhance understanding and practice of spoken messages and listening behaviors.

Access, utilize, and apply information effectively through a variety of interactions with media for independently generated purposes.

Grade: 12
Understand that barriers to effective communication exist; develop vocal, content, and organizational strategies that accommodate those barriers and enhance understanding and practice of spoken messages and listening behaviors.

Access, utilize, and apply information effectively through a variety of interactions with media for independently generated purposes.

Subject: Mathematics

Grade: 8
Select and use appropriate units and tools to measure.

South Carolina  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Demonstrate the ability to use critical analysis to formulate appropriate oral responses.

Demonstrate the ability to listen to record information as a member of a group.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses.

Demonstrate the ability to distinguish between fact and opinion, to compare and contrast information and ideas, and to make inferences with regard to what he or she has viewed.

Demonstrate the ability to evaluate the ways that the use of language, the medium, and the presentation contribute to the meaning and impact of a message.

Grade: 9
Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to analyze the types of arguments used by speakers.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate nonprint sources for the effectiveness of the techniques used for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Grade: 10
Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to analyze the types of arguments used by speakers.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate nonprint sources for the effectiveness of the techniques used for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Grade: 11
Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to analyze the types of arguments used by speakers.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate nonprint sources for the effectiveness of the techniques used for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Grade: 12
Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to analyze the types of arguments used by speakers.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate nonprint sources for the effectiveness of the techniques used for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Subject: Mathematics

Grade: 8
Select appropriate methods and tools to solve problems requiring the use of rational numbers.

Grade: 9
Determine domain and range restrictions for linear and quadratic functions, given the constraints of the problem.

Determine reasonable domain and range values for a variety of situations.

Translate among and use algebraic, tabular, graphical, or verbal descriptions of quadratic, rational, exponential and other functions using computer algebra systems, spreadsheets, and graphing calculators.

Interpret rates of change as they apply to phenomena such as inflation, spread of disease, population growth, tax brackets, and pollution.

Select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) to solve a problem.

For a variety of situations, identify and determine reasonable domain and range values for given situations.

Based on the constraints of the problem, determine the domain and range values for linear functions.

Given the constraints of the problem, determine the domain and range values for quadratic functions.

Identify the mathematical domains and ranges of functions for a variety of situations both from graphical, tabular, and algebraic representations.

Determine reasonable domain and range values for given problem situations.

Identify and sketch graphs of parent functions, including square root, inverse (y = 1/x), exponential, and absolute value (y = |x|) functions.

Represent exponential functions in algebraic, tabular, graphical, and verbal forms using paper and pencil, graphing calculators, computer algebra, and spreadsheet technologies.

Analyze a situation modeled by an exponential function, formulate an equation or inequality, and solve the problem.

Select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) to solve a problem.

Using graphs, tables, and symbols, determine the domain and range for each of the functions studied.

Investigate identities graphically and verify them algebraically, including logarithmic properties, trigonometric identities, and exponential properties.

Use quotients to describe the graphs of rational functions, describe limitations on the domains and ranges, and examine asymptotic behavior.

Develop the definition of logarithms by exploring and describing the relationship between exponential functions and their inverses.

Use the parent functions to investigate, describe, and predict the effects of parameter changes on the graphs of exponential and logarithmic functions, describe limitations on the domains and ranges, and examine asymptotic behavior.

For given contexts, determine the reasonable domain and range values of exponential and logarithmic functions, as well as interpreting and determining the reasonableness of solutions to exponential and logarithmic equations and inequalities.

Solve exponential and logarithmic equations and inequalities using graphs, tables, and algebraic methods by using paper-and-pencil computations, graphing calculators, computer algebra systems, and spreadsheets.

Analyze a situation modeled by an exponential or logarithmic function, formulate an equation or inequality, and solve the problem.

Grade: 10
Determine domain and range restrictions for linear and quadratic functions, given the constraints of the problem.

Determine reasonable domain and range values for a variety of situations.

Translate among and use algebraic, tabular, graphical, or verbal descriptions of quadratic, rational, exponential and other functions using computer algebra systems, spreadsheets, and graphing calculators.

Interpret rates of change as they apply to phenomena such as inflation, spread of disease, population growth, tax brackets, and pollution.

Select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) to solve a problem.

For a variety of situations, identify and determine reasonable domain and range values for given situations.

Given the constraints of the problem, determine the domain and range values for quadratic functions.

Identify the mathematical domains and ranges of functions for a variety of situations both from graphical, tabular, and algebraic representations.

Determine reasonable domain and range values for given problem situations.

Identify and sketch graphs of parent functions, including square root, inverse (y = 1/x), exponential, and absolute value (y = |x|) functions.

Represent exponential functions in algebraic, tabular, graphical, and verbal forms using paper and pencil, graphing calculators, computer algebra, and spreadsheet technologies.

Analyze a situation modeled by an exponential function, formulate an equation or inequality, and solve the problem.

Select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) to solve a problem.

Using graphs, tables, and symbols, determine the domain and range for each of the functions studied.

Investigate identities graphically and verify them algebraically, including logarithmic properties, trigonometric identities, and exponential properties.

Use quotients to describe the graphs of rational functions, describe limitations on the domains and ranges, and examine asymptotic behavior.

Develop the definition of logarithms by exploring and describing the relationship between exponential functions and their inverses.

Use the parent functions to investigate, describe, and predict the effects of parameter changes on the graphs of exponential and logarithmic functions, describe limitations on the domains and ranges, and examine asymptotic behavior.

For given contexts, determine the reasonable domain and range values of exponential and logarithmic functions, as well as interpreting and determining the reasonableness of solutions to exponential and logarithmic equations and inequalities.

Solve exponential and logarithmic equations and inequalities using graphs, tables, and algebraic methods by using paper-and-pencil computations, graphing calculators, computer algebra systems, and spreadsheets.

Analyze a situation modeled by an exponential or logarithmic function, formulate an equation or inequality, and solve the problem.

Interpret rates of change as they apply to phenomena such as inflation, spread of disease, population growth , tax brackets, pollution, and so forth.

Grade: 11
Determine domain and range restrictions for linear and quadratic functions, given the constraints of the problem.

Determine reasonable domain and range values for a variety of situations.

Translate among and use algebraic, tabular, graphical, or verbal descriptions of quadratic, rational, exponential and other functions using computer algebra systems, spreadsheets, and graphing calculators.

Interpret rates of change as they apply to phenomena such as inflation, spread of disease, population growth, tax brackets, and pollution.

Select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) to solve a problem.

For a variety of situations, identify and determine reasonable domain and range values for given situations.

Given the constraints of the problem, determine the domain and range values for quadratic functions.

Identify the mathematical domains and ranges of functions for a variety of situations both from graphical, tabular, and algebraic representations.

Determine reasonable domain and range values for given problem situations.

Identify and sketch graphs of parent functions, including square root, inverse (y = 1/x), exponential, and absolute value (y = |x|) functions.

Represent exponential functions in algebraic, tabular, graphical, and verbal forms using paper and pencil, graphing calculators, computer algebra, and spreadsheet technologies.

Analyze a situation modeled by an exponential function, formulate an equation or inequality, and solve the problem.

Select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) to solve a problem.

Using graphs, tables, and symbols, determine the domain and range for each of the functions studied.

Investigate identities graphically and verify them algebraically, including logarithmic properties, trigonometric identities, and exponential properties.

Use quotients to describe the graphs of rational functions, describe limitations on the domains and ranges, and examine asymptotic behavior.

Develop the definition of logarithms by exploring and describing the relationship between exponential functions and their inverses.

Use the parent functions to investigate, describe, and predict the effects of parameter changes on the graphs of exponential and logarithmic functions, describe limitations on the domains and ranges, and examine asymptotic behavior.

For given contexts, determine the reasonable domain and range values of exponential and logarithmic functions, as well as interpreting and determining the reasonableness of solutions to exponential and logarithmic equations and inequalities.

Solve exponential and logarithmic equations and inequalities using graphs, tables, and algebraic methods by using paper-and-pencil computations, graphing calculators, computer algebra systems, and spreadsheets.

Analyze a situation modeled by an exponential or logarithmic function, formulate an equation or inequality, and solve the problem.

Interpret rates of change as they apply to phenomena such as inflation, spread of disease, population growth , tax brackets, pollution, and so forth.

Grade: 12
Determine domain and range restrictions for linear and quadratic functions, given the constraints of the problem.

Determine reasonable domain and range values for a variety of situations.

Translate among and use algebraic, tabular, graphical, or verbal descriptions of quadratic, rational, exponential and other functions using computer algebra systems, spreadsheets, and graphing calculators.

Interpret rates of change as they apply to phenomena such as inflation, spread of disease, population growth, tax brackets, and pollution.

Select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) to solve a problem.

For a variety of situations, identify and determine reasonable domain and range values for given situations.

Given the constraints of the problem, determine the domain and range values for quadratic functions.

Identify the mathematical domains and ranges of functions for a variety of situations both from graphical, tabular, and algebraic representations.

Determine reasonable domain and range values for given problem situations.

Identify and sketch graphs of parent functions, including square root, inverse (y = 1/x), exponential, and absolute value (y = |x|) functions.

Represent exponential functions in algebraic, tabular, graphical, and verbal forms using paper and pencil, graphing calculators, computer algebra, and spreadsheet technologies.

Analyze a situation modeled by an exponential function, formulate an equation or inequality, and solve the problem.

Select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) to solve a problem.

Using graphs, tables, and symbols, determine the domain and range for each of the functions studied.

Investigate identities graphically and verify them algebraically, including logarithmic properties, trigonometric identities, and exponential properties.

Use quotients to describe the graphs of rational functions, describe limitations on the domains and ranges, and examine asymptotic behavior.

Develop the definition of logarithms by exploring and describing the relationship between exponential functions and their inverses.

Use the parent functions to investigate, describe, and predict the effects of parameter changes on the graphs of exponential and logarithmic functions, describe limitations on the domains and ranges, and examine asymptotic behavior.

For given contexts, determine the reasonable domain and range values of exponential and logarithmic functions, as well as interpreting and determining the reasonableness of solutions to exponential and logarithmic equations and inequalities.

Solve exponential and logarithmic equations and inequalities using graphs, tables, and algebraic methods by using paper-and-pencil computations, graphing calculators, computer algebra systems, and spreadsheets.

Analyze a situation modeled by an exponential or logarithmic function, formulate an equation or inequality, and solve the problem.

Interpret rates of change as they apply to phenomena such as inflation, spread of disease, population growth , tax brackets, pollution, and so forth.

South Dakota  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
To meet this standard, students may ask probing questions to seek elaboration and clarification of the speaker's ideas and opinions.

To meet this standard, students may use listening skills in group settings to share responsibility for a team project (for example: set goals, choose solutions, monitor progress, meet goals).

To meet this standard, students may develop criteria to evaluate information.

To meet this standard, students may compare information from various sources to verify accuracy.

To meet this standard, students may check reliability and validity of media sources.

To meet this standard, students may compare how different information sources present the same situation or event (for example: newspaper, journals, television).

To meet this standard, students may describe how graphic artists, illustrators, or news photographers make meaning.

To meet this standard, students may explore how electronic media uses stated and implied meanings to influence audience interpretation.

Grade: 11
To meet this standard students may critique advertisements in various forms of media for unsupported statements (for example: political campaign ads).

Grade: 12
To meet this standard, students may critique television/radio broadcasts and music for bias and stereotyping (for example: news coverage, sitcoms, commercials, talk shows, media influence on elections).

To meet this standard, students may recognize that messages are altered by various techniques used to create aesthetic effects (for example: manipulation by visual imagery, special effects, and vivid language. political messages).

Subject: Mathematics

Grade: 9
Analysis: Students are able to use estimation strategies in problem situations to predict results and to check the reasonableness of results.

Use properties of numbers that allow operational shortcuts for computational procedures.

Analysis: Students are able to distinguish between linear, quadratic, inverse variation, and exponential models.

Synthesis: Students are able to create formulas to model relationships that are algebraic, geometric, trigonometric, and exponential.

Analysis: Students are able to determine the domain, range, and intercepts of a function.

Grade: 10
Analysis: Students are able to use estimation strategies in problem situations to predict results and to check the reasonableness of results.

Use properties of numbers that allow operational shortcuts for computational procedures.

Analysis: Students are able to distinguish between linear, quadratic, inverse variation, and exponential models.

Synthesis: Students are able to create formulas to model relationships that are algebraic, geometric, trigonometric, and exponential.

Analysis: Students are able to determine the domain, range, and intercepts of a function.

Grade: 11
Analysis: Students are able to use estimation strategies in problem situations to predict results and to check the reasonableness of results.

Use properties of numbers that allow operational shortcuts for computational procedures.

Analysis: Students are able to distinguish between linear, quadratic, inverse variation, and exponential models.

Synthesis: Students are able to create formulas to model relationships that are algebraic, geometric, trigonometric, and exponential.

Analysis: Students are able to determine the domain, range, and intercepts of a function.

Grade: 12
Analysis: Students are able to use estimation strategies in problem situations to predict results and to check the reasonableness of results.

Use properties of numbers that allow operational shortcuts for computational procedures.

Analysis: Students are able to distinguish between linear, quadratic, inverse variation, and exponential models.

Synthesis: Students are able to create formulas to model relationships that are algebraic, geometric, trigonometric, and exponential.

Analysis: Students are able to determine the domain, range, and intercepts of a function.

Tennessee  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Continue to model active listening in both formal and informal settings.

Grade: 9
The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student is able to examine and respond to the effect(s) of media on the ideas, mores, and values of individuals, communities, and the world.

The student will be able to demonstrate comprehension through a variety of responses (e.g., notetaking, questioning, summarizing, restating, discussing).

Grade: 10
The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student is able to examine and respond to the effect(s) of media on the ideas, mores, and values of individuals, communities, and the world.

The student will be able to demonstrate comprehension through a variety of responses (e.g., notetaking, questioning, summarizing, restating, discussing).

Grade: 11
The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student is able to examine and respond to the effect(s) of media on the ideas, mores, and values of individuals, communities, and the world.

The student will be able to demonstrate comprehension through a variety of responses (e.g., notetaking, questioning, summarizing, restating, discussing).

Grade: 12
The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student is able to examine and respond to the effect(s) of media on the ideas, mores, and values of individuals, communities, and the world.

The student will be able to demonstrate comprehension through a variety of responses (e.g., notetaking, questioning, summarizing, restating, discussing).

Subject: Mathematics

Grade: 8
Select and use appropriate methods and tools for computing with whole numbers, fractions, decimals, percents, and integers in problem-solving situations (e.g., mental computation, estimation, calculators, computers, paper and pencil).

Solve one-step real-world problems involving whole numbers, fractions, decimals, and percents.

Solve multi-step real-world problems involving whole numbers, fractions, decimals, and percents.

Recognize and apply geometric ideas and relationships such as tessellations in areas outside the mathematics classroom (e.g., art, science, everyday life).

Grade: 9
The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions and articulate restrictions imposed either by the operations or by the real-life situations which the functions represent.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions and articulate restrictions imposed either by the operations or by the real-life situations which the functions represent.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions imposed either by operations or by real-life situations that the functions represent.

The student will apply measurement concepts, relationships, and formulas in algebraic and geometric problem-solving situations.

The student will describe the domain and range of a function.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will perform operations on functions, including composition, and determine the effects of the composition on the domain and range.

The student will graph polynomial, exponential, and logarithmic and rational functions.

The student will solve exponential, logarithmic, and rational equations using appropriate methods and technology.

The student will solve real-world problems modeled by polynomial, exponential, logarithmic, and periodic functions.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions and articulate restrictions imposed either by the operations or by the real-life situations which the functions represent.

Grade: 10
The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions and articulate restrictions imposed either by the operations or by the real-life situations which the functions represent.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions and articulate restrictions imposed either by the operations or by the real-life situations which the functions represent.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions imposed either by operations or by real-life situations that the functions represent.

The student will apply measurement concepts, relationships, and formulas in algebraic and geometric problem-solving situations.

The student will describe the domain and range of a function.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will perform operations on functions, including composition, and determine the effects of the composition on the domain and range.

The student will graph polynomial, exponential, and logarithmic and rational functions.

The student will solve exponential, logarithmic, and rational equations using appropriate methods and technology.

The student will solve real-world problems modeled by polynomial, exponential, logarithmic, and periodic functions.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions and articulate restrictions imposed either by the operations or by the real-life situations which the functions represent.

Grade: 11
The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions and articulate restrictions imposed either by the operations or by the real-life situations which the functions represent.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions and articulate restrictions imposed either by the operations or by the real-life situations which the functions represent.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions imposed either by operations or by real-life situations that the functions represent.

The student will apply measurement concepts, relationships, and formulas in algebraic and geometric problem-solving situations.

The student will describe the domain and range of a function.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will perform operations on functions, including composition, and determine the effects of the composition on the domain and range.

The student will graph polynomial, exponential, and logarithmic and rational functions.

The student will solve exponential, logarithmic, and rational equations using appropriate methods and technology.

The student will solve real-world problems modeled by polynomial, exponential, logarithmic, and periodic functions.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions and articulate restrictions imposed either by the operations or by the real-life situations which the functions represent.

Grade: 12
The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions and articulate restrictions imposed either by the operations or by the real-life situations which the functions represent.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions and articulate restrictions imposed either by the operations or by the real-life situations which the functions represent.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions imposed either by operations or by real-life situations that the functions represent.

The student will apply measurement concepts, relationships, and formulas in algebraic and geometric problem-solving situations.

The student will describe the domain and range of a function.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will perform operations on functions, including composition, and determine the effects of the composition on the domain and range.

The student will graph polynomial, exponential, and logarithmic and rational functions.

The student will solve exponential, logarithmic, and rational equations using appropriate methods and technology.

The student will solve real-world problems modeled by polynomial, exponential, logarithmic, and periodic functions.

The student will apply measurement concepts and relationships in algebraic and geometric problem-solving situations.

The student will describe the domain and range of functions and articulate restrictions imposed either by the operations or by the real-life situations which the functions represent.

Texas  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
The student is expected to determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8).

The student is expected to understand the major ideas and supporting evidence in spoken messages (4-8).

The student is expected to monitor his/her own understanding of the spoken message and seek clarification as needed (4-8).

The student is expected to interpret and evaluate the various ways visual image makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings (6-8).

The student is expected to evaluate the purposes and effects of varying media such as film, print, and technology presentations (6-8).

The student is expected to evaluate how different media forms influence and inform (6-8).

The student is expected to assess how language, medium, and presentation contribute to the message (6-8).

The student is expected to identify and explain the components of listening process.

The student is expected to identify the kinds of listening and analyze skills related to each type.

The student is expected to use appreciative and critical-listening skills to analyze, evaluate, and respond appropriately to class, public, or media.

The student is expected to apply critical-listening skills to analyze, evaluate, and respond appropriately to informative group discussions and speeches.

The student is expected to develop and use communication skills needed for academic achievement such as participating appropriately in class discussions, using active and critical-listening skills, and taking accurate notes.

The student is expected to develop and use critical listening skills to analyze, evaluate, and respond appropriately to class, public, or media presentations.

The student is expected to use appreciative and critical-listening skills to respond appropriately to class, public, or media performances.

Grade: 9
The student is expected to listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, or individual or group performances of scripts.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to engage in critical, empathic, appreciative, and reflective listening.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences.

The student is expected to use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to distinguish the purposes of various media forms such as information, entertainment, and persuasion.

The student is expected to recognize strategies used by media to inform, persuade, entertain, and transmit culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

The student is expected to recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

The student is expected to use a range of techniques to plan and create a media text and reflect critically on the work produced.

The student is expected to evaluate media messages and products.

The student is expected to analyze and evaluate standards for 'quality programming'.

The student is expected to analyze and evaluate media's efforts to address social and cultural problems.

The student is expected to analyze and propose possible ways to improve mass media.

The student is expected to formulate guidelines for using media effectively to achieve governmental, societal, and cultural goals.

The student is expected to identify the components of the listening process.

The student is expected to use critical, reflective, and empathic listening skills to enhance interpersonal relationships.

The student is expected to use appropriate verbal, nonverbal, and listening strategies to communicate effectively in groups.

The student is expected to identify the components of the listening process.

The student is expected to identify specific kinds of listening such as critical, deliberative, and empathic.

The student is expected to listen critically and appreciatively and respond appropriately to performance of others.

The student is expected to use effective critical-listening strategies in argumentation and debate.

The student is expected to distinguish between responsible and irresponsible media action.

Grade: 10
The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to engage in critical, empathic, appreciative, and reflective listening.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences.

The student is expected to use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to distinguish the purposes of various media forms such as information, entertainment, and persuasion.

The student is expected to recognize strategies used by media to inform, persuade, entertain, and transmit culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

The student is expected to recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

The student is expected to use a range of techniques to plan and create a media text and reflect critically on the work produced.

The student is expected to evaluate media messages and products.

The student is expected to analyze and evaluate standards for 'quality programming'.

The student is expected to analyze and evaluate media's efforts to address social and cultural problems.

The student is expected to analyze and propose possible ways to improve mass media.

The student is expected to formulate guidelines for using media effectively to achieve governmental, societal, and cultural goals.

The student is expected to identify the components of the listening process.

The student is expected to use critical, reflective, and empathic listening skills to enhance interpersonal relationships.

The student is expected to use appropriate verbal, nonverbal, and listening strategies to communicate effectively in groups.

The student is expected to identify the components of the listening process.

The student is expected to identify specific kinds of listening such as critical, deliberative, and empathic.

The student is expected to listen critically and appreciatively and respond appropriately to performance of others.

The student is expected to use effective critical-listening strategies in argumentation and debate.

The student is expected to distinguish between responsible and irresponsible media action.

Grade: 11
The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to engage in critical, empathic, appreciative, and reflective listening.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences.

The student is expected to use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to distinguish the purposes of various media forms such as information, entertainment, and persuasion.

The student is expected to recognize strategies used by media to inform, persuade, entertain, and transmit culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

The student is expected to recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

The student is expected to use a range of techniques to plan and create a media text and reflect critically on the work produced.

The student is expected to evaluate media messages and products.

The student is expected to analyze and evaluate standards for 'quality programming'.

The student is expected to analyze and evaluate media's efforts to address social and cultural problems.

The student is expected to analyze and propose possible ways to improve mass media.

The student is expected to formulate guidelines for using media effectively to achieve governmental, societal, and cultural goals.

The student is expected to identify the components of the listening process.

The student is expected to use critical, reflective, and empathic listening skills to enhance interpersonal relationships.

The student is expected to use appropriate verbal, nonverbal, and listening strategies to communicate effectively in groups.

The student is expected to identify the components of the listening process.

The student is expected to identify specific kinds of listening such as critical, deliberative, and empathic.

The student is expected to listen critically and appreciatively and respond appropriately to performance of others.

The student is expected to use effective critical-listening strategies in argumentation and debate.

The student is expected to distinguish between responsible and irresponsible media action.

Grade: 12
The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to engage in critical, empathic, appreciative, and reflective listening.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences.

The student is expected to use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to distinguish the purposes of various media forms such as information, entertainment, and persuasion.

The student is expected to recognize strategies used by media to inform, persuade, entertain, and transmit culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

The student is expected to recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

The student is expected to use a range of techniques to plan and create a media text and reflect critically on the work produced.

The student is expected to evaluate media messages and products.

The student is expected to analyze and evaluate standards for 'quality programming'.

The student is expected to analyze and evaluate media's efforts to address social and cultural problems.

The student is expected to analyze and propose possible ways to improve mass media.

The student is expected to formulate guidelines for using media effectively to achieve governmental, societal, and cultural goals.

The student is expected to identify the components of the listening process.

The student is expected to use critical, reflective, and empathic listening skills to enhance interpersonal relationships.

The student is expected to use appropriate verbal, nonverbal, and listening strategies to communicate effectively in groups.

The student is expected to identify the components of the listening process.

The student is expected to identify specific kinds of listening such as critical, deliberative, and empathic.

The student is expected to listen critically and appreciatively and respond appropriately to performance of others.

The student is expected to use effective critical-listening strategies in argumentation and debate.

The student is expected to distinguish between responsible and irresponsible media action.

Subject: Mathematics

Grade: 8
The student is expected to select and use appropriate forms of rational numbers to solve real-life problems including those involving proportional relationships.

The student is expected to estimate and find solutions to application problems involving percents and proportional relationships such as similarity and rates.

The student is expected to estimate, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations.

The student is expected to use geometric concepts and properties to solve problems in fields such as art and architecture.

The student is expected to estimate answers and use formulas to solve application problems involving surface area and volume.

The student is expected to use the Pythagorean Theorem to solve real-life problems.

The student is expected to use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.

The student is expected to select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

Grade: 9
For a variety of situations, the student identifies the mathematical domains and ranges and determines reasonable domain and range values for given situations.

The student determines whether or not given situations can be represented by linear functions.

The student determines the domain and range values for which linear functions make sense for given situations.

The student interprets the meaning of slope and intercepts in situations using data, symbolic representations, or graphs.

The student interprets and predicts the effects of changing slope and y-intercept in applied situations.

The student analyzes situations and formulates systems of linear equations to solve problems.

The student determines the domain and range values for which quadratic functions make sense for given situations.

The student uses patterns to generate the laws of exponents and applies them in problem-solving situations.

The student analyzes data and represents situations involving exponential growth and decay using concrete models, tables, graphs, or algebraic methods.

For a variety of situations, the student identifies the mathematical domains and ranges and determines reasonable domain and range values for given situations.

In solving problems, the student collects data and records results, organizes the data, makes scatter plots, fits the curves to the appropriate parent function, interprets the results, and proceeds to model, predict, and make decisions and critical judgments.

The student analyzes situations and formulates systems of equations or inequalities in two or more unknowns to solve problems.

For given contexts, the student determines the reasonable domain and range values of quadratic functions, as well as interprets and determines the reasonableness of solutions to quadratic equations and inequalities.

The student analyzes situations involving quadratic functions and formulates quadratic equations or inequalities to solve problems.

The student uses the parent function to investigate, describe, and predict the effects of parameter changes on the graphs of square root functions and describes limitations on the domains and ranges.

For given contexts, the student determines the reasonable domain and range values of square root functions, as well as interprets and determines the reasonableness of solutions to square root equations and inequalities.

The student analyzes situations modeled by square root functions, formulates equations or inequalities, selects a method, and solves problems.

The student uses quotients to describe the graphs of rational functions, describes limitations on the domains and ranges, and examines asymptotic behavior.

The student analyzes various representations of rational functions with respect to problem situations.

For given contexts, the student determines the reasonable domain and range values of rational functions, as well as interprets and determines the reasonableness of solutions to rational equations and inequalities.

The student analyzes a situation modeled by a rational function, formulates an equation or inequality composed of a linear or quadratic function, and solves the problem.

The student develops the definition of logarithms by exploring and describing the relationship between exponential functions and their inverses.

The student uses the parent functions to investigate, describe, and predict the effects of parameter changes on the graphs of exponential and logarithmic functions, describes limitations on the domains and ranges, and examines asymptotic behavior.

For given contexts, the student determines the reasonable domain and range values of exponential and logarithmic functions, as well as interprets and determines the reasonableness of solutions to exponential and logarithmic equations and inequalities.

The student solves exponential and logarithmic equations and inequalities using graphs, tables, and algebraic methods.

The student analyzes a situation modeled by an exponential function, formulates an equation or inequality, and solves the problem.

The student selects an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) in order to solve problems.

The student uses numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles.

The student uses top, front, side, and corner views of three-dimensional objects to create accurate and complete representations and solve problems.

The student describes the effect on perimeter, area, and volume when length, width, or height of a three-dimensional solid is changed and applies this idea in solving problems.

The student is expected to determine the domain and range of functions using graphs, tables, and symbols.

The student is expected to use functions such as logarithmic, exponential, trigonometric, polynomial, etc. to model real-life data.

The student is expected to use regression to determine a function to model real-life data.

The student is expected to use properties of functions to analyze and solve problems and make predictions.

The student is expected to solve problems from physical situations using trigonometry, including the use of Law of Sines, Law of Cosines, and area formulas.

The student is expected to use arithmetic, geometric, and other sequences and series to solve real-life problems.

The student is expected to describe limits of sequences and apply their properties to investigate convergent and divergent series.

The student is expected to apply sequences and series to solve problems including sums and binomial expansion.

The student is expected to analyze and solve vector problems generated by real-life situations.

The student is expected to compare and analyze various methods for solving a real-life problem.

The student is expected to use multiple approaches (algebraic, graphical, and geometric methods) to solve problems from a variety of disciplines.

The student is expected to select a method to solve a problem, defend the method, and justify the reasonableness of the results.

The student is expected to use regression methods available through technology to describe various models for data such as linear, quadratic, exponential, etc., select the most appropriate model, and use the model to interpret information.

The student is expected to formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions.

The student is expected to communicate methods used, analysis conducted, and conclusions drawn for a data-analysis project by written report, visual display, oral report, or multi-media presentation.

The student is expected to use rates, linear functions, and direct variation to solve problems involving personal finance and budgeting, including compensations and deductions.

The student is expected to solve problems involving personal taxes.

The student is expected to analyze data to make decisions about banking.

The student is expected to analyze methods of payment available in retail purchasing and compare relative advantages and disadvantages of each option.

The student is expected to use amortization models to investigate home financing and compare buying and renting a home.

The student is expected to use amortization models to investigate automobile financing and compare buying and leasing a vehicle.

The student is expected to analyze types of savings options involving simple and compound interest and compare relative advantages of these options.

The student is expected to analyze and compare coverage options and rates in insurance.

The student is expected to investigate and compare investment options including stocks, bonds, annuities, and retirement plans.

Grade: 10
For a variety of situations, the student identifies the mathematical domains and ranges and determines reasonable domain and range values for given situations.

The student determines whether or not given situations can be represented by linear functions.

The student determines the domain and range values for which linear functions make sense for given situations.

The student interprets the meaning of slope and intercepts in situations using data, symbolic representations, or graphs.

The student interprets and predicts the effects of changing slope and y-intercept in applied situations.

The student analyzes situations and formulates systems of linear equations to solve problems.

The student determines the domain and range values for which quadratic functions make sense for given situations.

The student uses patterns to generate the laws of exponents and applies them in problem-solving situations.

The student analyzes data and represents situations involving exponential growth and decay using concrete models, tables, graphs, or algebraic methods.

For a variety of situations, the student identifies the mathematical domains and ranges and determines reasonable domain and range values for given situations.

In solving problems, the student collects data and records results, organizes the data, makes scatter plots, fits the curves to the appropriate parent function, interprets the results, and proceeds to model, predict, and make decisions and critical judgments.

The student analyzes situations and formulates systems of equations or inequalities in two or more unknowns to solve problems.

For given contexts, the student determines the reasonable domain and range values of quadratic functions, as well as interprets and determines the reasonableness of solutions to quadratic equations and inequalities.

The student analyzes situations involving quadratic functions and formulates quadratic equations or inequalities to solve problems.

The student uses the parent function to investigate, describe, and predict the effects of parameter changes on the graphs of square root functions and describes limitations on the domains and ranges.

For given contexts, the student determines the reasonable domain and range values of square root functions, as well as interprets and determines the reasonableness of solutions to square root equations and inequalities.

The student analyzes situations modeled by square root functions, formulates equations or inequalities, selects a method, and solves problems.

The student uses quotients to describe the graphs of rational functions, describes limitations on the domains and ranges, and examines asymptotic behavior.

The student analyzes various representations of rational functions with respect to problem situations.

For given contexts, the student determines the reasonable domain and range values of rational functions, as well as interprets and determines the reasonableness of solutions to rational equations and inequalities.

The student analyzes a situation modeled by a rational function, formulates an equation or inequality composed of a linear or quadratic function, and solves the problem.

The student develops the definition of logarithms by exploring and describing the relationship between exponential functions and their inverses.

The student uses the parent functions to investigate, describe, and predict the effects of parameter changes on the graphs of exponential and logarithmic functions, describes limitations on the domains and ranges, and examines asymptotic behavior.

For given contexts, the student determines the reasonable domain and range values of exponential and logarithmic functions, as well as interprets and determines the reasonableness of solutions to exponential and logarithmic equations and inequalities.

The student solves exponential and logarithmic equations and inequalities using graphs, tables, and algebraic methods.

The student analyzes a situation modeled by an exponential function, formulates an equation or inequality, and solves the problem.

The student selects an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) in order to solve problems.

The student uses numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles.

The student uses top, front, side, and corner views of three-dimensional objects to create accurate and complete representations and solve problems.

The student describes the effect on perimeter, area, and volume when length, width, or height of a three-dimensional solid is changed and applies this idea in solving problems.

The student is expected to determine the domain and range of functions using graphs, tables, and symbols.

The student is expected to use functions such as logarithmic, exponential, trigonometric, polynomial, etc. to model real-life data.

The student is expected to use regression to determine a function to model real-life data.

The student is expected to use properties of functions to analyze and solve problems and make predictions.

The student is expected to solve problems from physical situations using trigonometry, including the use of Law of Sines, Law of Cosines, and area formulas.

The student is expected to use arithmetic, geometric, and other sequences and series to solve real-life problems.

The student is expected to describe limits of sequences and apply their properties to investigate convergent and divergent series.

The student is expected to apply sequences and series to solve problems including sums and binomial expansion.

The student is expected to analyze and solve vector problems generated by real-life situations.

The student is expected to compare and analyze various methods for solving a real-life problem.

The student is expected to use multiple approaches (algebraic, graphical, and geometric methods) to solve problems from a variety of disciplines.

The student is expected to select a method to solve a problem, defend the method, and justify the reasonableness of the results.

The student is expected to use regression methods available through technology to describe various models for data such as linear, quadratic, exponential, etc., select the most appropriate model, and use the model to interpret information.

The student is expected to formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions.

The student is expected to communicate methods used, analysis conducted, and conclusions drawn for a data-analysis project by written report, visual display, oral report, or multi-media presentation.

The student is expected to use rates, linear functions, and direct variation to solve problems involving personal finance and budgeting, including compensations and deductions.

The student is expected to solve problems involving personal taxes.

The student is expected to analyze data to make decisions about banking.

The student is expected to analyze methods of payment available in retail purchasing and compare relative advantages and disadvantages of each option.

The student is expected to use amortization models to investigate home financing and compare buying and renting a home.

The student is expected to use amortization models to investigate automobile financing and compare buying and leasing a vehicle.

The student is expected to analyze types of savings options involving simple and compound interest and compare relative advantages of these options.

The student is expected to analyze and compare coverage options and rates in insurance.

The student is expected to investigate and compare investment options including stocks, bonds, annuities, and retirement plans.

Grade: 11
For a variety of situations, the student identifies the mathematical domains and ranges and determines reasonable domain and range values for given situations.

The student determines whether or not given situations can be represented by linear functions.

The student determines the domain and range values for which linear functions make sense for given situations.

The student interprets the meaning of slope and intercepts in situations using data, symbolic representations, or graphs.

The student interprets and predicts the effects of changing slope and y-intercept in applied situations.

The student analyzes situations and formulates systems of linear equations to solve problems.

The student determines the domain and range values for which quadratic functions make sense for given situations.

The student uses patterns to generate the laws of exponents and applies them in problem-solving situations.

The student analyzes data and represents situations involving exponential growth and decay using concrete models, tables, graphs, or algebraic methods.

For a variety of situations, the student identifies the mathematical domains and ranges and determines reasonable domain and range values for given situations.

In solving problems, the student collects data and records results, organizes the data, makes scatter plots, fits the curves to the appropriate parent function, interprets the results, and proceeds to model, predict, and make decisions and critical judgments.

The student analyzes situations and formulates systems of equations or inequalities in two or more unknowns to solve problems.

For given contexts, the student determines the reasonable domain and range values of quadratic functions, as well as interprets and determines the reasonableness of solutions to quadratic equations and inequalities.

The student analyzes situations involving quadratic functions and formulates quadratic equations or inequalities to solve problems.

The student uses the parent function to investigate, describe, and predict the effects of parameter changes on the graphs of square root functions and describes limitations on the domains and ranges.

For given contexts, the student determines the reasonable domain and range values of square root functions, as well as interprets and determines the reasonableness of solutions to square root equations and inequalities.

The student analyzes situations modeled by square root functions, formulates equations or inequalities, selects a method, and solves problems.

The student uses quotients to describe the graphs of rational functions, describes limitations on the domains and ranges, and examines asymptotic behavior.

The student analyzes various representations of rational functions with respect to problem situations.

For given contexts, the student determines the reasonable domain and range values of rational functions, as well as interprets and determines the reasonableness of solutions to rational equations and inequalities.

The student analyzes a situation modeled by a rational function, formulates an equation or inequality composed of a linear or quadratic function, and solves the problem.

The student develops the definition of logarithms by exploring and describing the relationship between exponential functions and their inverses.

The student uses the parent functions to investigate, describe, and predict the effects of parameter changes on the graphs of exponential and logarithmic functions, describes limitations on the domains and ranges, and examines asymptotic behavior.

For given contexts, the student determines the reasonable domain and range values of exponential and logarithmic functions, as well as interprets and determines the reasonableness of solutions to exponential and logarithmic equations and inequalities.

The student solves exponential and logarithmic equations and inequalities using graphs, tables, and algebraic methods.

The student analyzes a situation modeled by an exponential function, formulates an equation or inequality, and solves the problem.

The student selects an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) in order to solve problems.

The student uses numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles.

The student uses top, front, side, and corner views of three-dimensional objects to create accurate and complete representations and solve problems.

The student describes the effect on perimeter, area, and volume when length, width, or height of a three-dimensional solid is changed and applies this idea in solving problems.

The student is expected to determine the domain and range of functions using graphs, tables, and symbols.

The student is expected to use functions such as logarithmic, exponential, trigonometric, polynomial, etc. to model real-life data.

The student is expected to use regression to determine a function to model real-life data.

The student is expected to use properties of functions to analyze and solve problems and make predictions.

The student is expected to solve problems from physical situations using trigonometry, including the use of Law of Sines, Law of Cosines, and area formulas.

The student is expected to use arithmetic, geometric, and other sequences and series to solve real-life problems.

The student is expected to describe limits of sequences and apply their properties to investigate convergent and divergent series.

The student is expected to apply sequences and series to solve problems including sums and binomial expansion.

The student is expected to analyze and solve vector problems generated by real-life situations.

The student is expected to compare and analyze various methods for solving a real-life problem.

The student is expected to use multiple approaches (algebraic, graphical, and geometric methods) to solve problems from a variety of disciplines.

The student is expected to select a method to solve a problem, defend the method, and justify the reasonableness of the results.

The student is expected to use regression methods available through technology to describe various models for data such as linear, quadratic, exponential, etc., select the most appropriate model, and use the model to interpret information.

The student is expected to formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions.

The student is expected to communicate methods used, analysis conducted, and conclusions drawn for a data-analysis project by written report, visual display, oral report, or multi-media presentation.

The student is expected to use rates, linear functions, and direct variation to solve problems involving personal finance and budgeting, including compensations and deductions.

The student is expected to solve problems involving personal taxes.

The student is expected to analyze data to make decisions about banking.

The student is expected to analyze methods of payment available in retail purchasing and compare relative advantages and disadvantages of each option.

The student is expected to use amortization models to investigate home financing and compare buying and renting a home.

The student is expected to use amortization models to investigate automobile financing and compare buying and leasing a vehicle.

The student is expected to analyze types of savings options involving simple and compound interest and compare relative advantages of these options.

The student is expected to analyze and compare coverage options and rates in insurance.

The student is expected to investigate and compare investment options including stocks, bonds, annuities, and retirement plans.

Grade: 12
For a variety of situations, the student identifies the mathematical domains and ranges and determines reasonable domain and range values for given situations.

The student determines whether or not given situations can be represented by linear functions.

The student determines the domain and range values for which linear functions make sense for given situations.

The student interprets the meaning of slope and intercepts in situations using data, symbolic representations, or graphs.

The student interprets and predicts the effects of changing slope and y-intercept in applied situations.

The student analyzes situations and formulates systems of linear equations to solve problems.

The student determines the domain and range values for which quadratic functions make sense for given situations.

The student uses patterns to generate the laws of exponents and applies them in problem-solving situations.

The student analyzes data and represents situations involving exponential growth and decay using concrete models, tables, graphs, or algebraic methods.

For a variety of situations, the student identifies the mathematical domains and ranges and determines reasonable domain and range values for given situations.

In solving problems, the student collects data and records results, organizes the data, makes scatter plots, fits the curves to the appropriate parent function, interprets the results, and proceeds to model, predict, and make decisions and critical judgments.

The student analyzes situations and formulates systems of equations or inequalities in two or more unknowns to solve problems.

For given contexts, the student determines the reasonable domain and range values of quadratic functions, as well as interprets and determines the reasonableness of solutions to quadratic equations and inequalities.

The student analyzes situations involving quadratic functions and formulates quadratic equations or inequalities to solve problems.

The student uses the parent function to investigate, describe, and predict the effects of parameter changes on the graphs of square root functions and describes limitations on the domains and ranges.

For given contexts, the student determines the reasonable domain and range values of square root functions, as well as interprets and determines the reasonableness of solutions to square root equations and inequalities.

The student analyzes situations modeled by square root functions, formulates equations or inequalities, selects a method, and solves problems.

The student uses quotients to describe the graphs of rational functions, describes limitations on the domains and ranges, and examines asymptotic behavior.

The student analyzes various representations of rational functions with respect to problem situations.

For given contexts, the student determines the reasonable domain and range values of rational functions, as well as interprets and determines the reasonableness of solutions to rational equations and inequalities.

The student analyzes a situation modeled by a rational function, formulates an equation or inequality composed of a linear or quadratic function, and solves the problem.

The student develops the definition of logarithms by exploring and describing the relationship between exponential functions and their inverses.

The student uses the parent functions to investigate, describe, and predict the effects of parameter changes on the graphs of exponential and logarithmic functions, describes limitations on the domains and ranges, and examines asymptotic behavior.

For given contexts, the student determines the reasonable domain and range values of exponential and logarithmic functions, as well as interprets and determines the reasonableness of solutions to exponential and logarithmic equations and inequalities.

The student solves exponential and logarithmic equations and inequalities using graphs, tables, and algebraic methods.

The student analyzes a situation modeled by an exponential function, formulates an equation or inequality, and solves the problem.

The student selects an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) in order to solve problems.

The student uses numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles.

The student uses top, front, side, and corner views of three-dimensional objects to create accurate and complete representations and solve problems.

The student describes the effect on perimeter, area, and volume when length, width, or height of a three-dimensional solid is changed and applies this idea in solving problems.

The student is expected to determine the domain and range of functions using graphs, tables, and symbols.

The student is expected to use functions such as logarithmic, exponential, trigonometric, polynomial, etc. to model real-life data.

The student is expected to use regression to determine a function to model real-life data.

The student is expected to use properties of functions to analyze and solve problems and make predictions.

The student is expected to solve problems from physical situations using trigonometry, including the use of Law of Sines, Law of Cosines, and area formulas.

The student is expected to use arithmetic, geometric, and other sequences and series to solve real-life problems.

The student is expected to describe limits of sequences and apply their properties to investigate convergent and divergent series.

The student is expected to apply sequences and series to solve problems including sums and binomial expansion.

The student is expected to analyze and solve vector problems generated by real-life situations.

The student is expected to compare and analyze various methods for solving a real-life problem.

The student is expected to use multiple approaches (algebraic, graphical, and geometric methods) to solve problems from a variety of disciplines.

The student is expected to select a method to solve a problem, defend the method, and justify the reasonableness of the results.

The student is expected to use regression methods available through technology to describe various models for data such as linear, quadratic, exponential, etc., select the most appropriate model, and use the model to interpret information.

The student is expected to formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions.

The student is expected to communicate methods used, analysis conducted, and conclusions drawn for a data-analysis project by written report, visual display, oral report, or multi-media presentation.

The student is expected to use rates, linear functions, and direct variation to solve problems involving personal finance and budgeting, including compensations and deductions.

The student is expected to solve problems involving personal taxes.

The student is expected to analyze data to make decisions about banking.

The student is expected to analyze methods of payment available in retail purchasing and compare relative advantages and disadvantages of each option.

The student is expected to use amortization models to investigate home financing and compare buying and renting a home.

The student is expected to use amortization models to investigate automobile financing and compare buying and leasing a vehicle.

The student is expected to analyze types of savings options involving simple and compound interest and compare relative advantages of these options.

The student is expected to analyze and compare coverage options and rates in insurance.

The student is expected to investigate and compare investment options including stocks, bonds, annuities, and retirement plans.

Utah  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Establish a purpose for listening, e.g., acquiring information/ideas, seeking enjoyment, providing understanding.

Activate prior knowledge, including knowledge of speaker and knowledge of subject matter.

Focus attention, e.g., eliminate distractions, listen selectively, postpone reactions.

Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen actively, e.g., determine organization, ask questions, attend to nonverbal cues.

Use strategies to facilitate retention of information, e.g., repeat information, construct mnemonics, use chunking, take notes.

Listen critically, e.g., separate facts from opinions.

Evaluate inferences.

Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, being aware of schedule changes.

Listen for relevant information.

Confirm ongoing meaning, e.g., ask questions, summarize, predict.

Use comprehension strategies before, during, and after listening to information, e.g., school lectures, community forums, media messages.

Recognize combinations of mode and organization in a single piece.

Use comprehension strategies before, during, and after listening to a literary presentation, e.g., poetry reading, play, retold story.

Focus both visual and auditory attention.

Focus attention, e.g., eliminate distractions, listen/watch selectively, postpone reactions.

Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

Listen and view critically, e.g., separate fact from opinion.

Evaluate inferences.

Distinguish reality from the constructed representation of reality, e.g., television, the Internet, drama, movie.

Synthesize information to clarify thoughts, communicate ideas, and solve problems.

Evaluate the usefulness, reliability, and accuracy of information.

Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen attentively to others' ideas and opinions.

Grade: 9
Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen actively, e.g., determine organization, ask questions, attend to nonverbal cues.

Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, attending to schedule changes.

Establish a purpose for viewing, e.g., acquiring information or ideas, seeking enjoyment, providing understanding.

Activate prior knowledge, e.g., knowledge of media, knowledge of subject.

Focus both visual and auditory attention.

Focus attention, e.g., eliminate distractions, listen and watch selectively, postpone reactions.

Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen attentively to others' ideas and opinions.

Grade: 10
Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen actively, e.g., determine organization, ask questions, attend to nonverbal cues.

Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, attending to schedule changes.

Listen for relevant information.

Focus both visual and auditory attention.

Focus attention, e.g., eliminate distractions, listen and watch selectively, postpone reactions.

Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

Listen and view critically, e.g., separate fact from opinion.

Evaluate inferences.

Distinguish reality from the constructed representation of reality, e.g., television, the Internet, drama, movie.

Synthesize information to clarify thoughts, communicate ideas, and solve problems.

Offer feedback.

Evaluate the usefulness, reliability, and accuracy of information.

Determine the accuracy, validity, and reliability of information viewed.

Recognize combinations of modes and organizations in a single piece.

Recognize the elements of each literary genre to increase understanding and appreciation of visual literature, e.g., myth, essay, poetry, young adult literature, classics.

Recognize and interpret the visual elements of literature, e.g., setting, description.

Compare and/or contrast the experiences of various cultures that might be reflected in visual literature.

Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen attentively to others' ideas and opinions.

Grade: 11
Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen actively, e.g., determine organization, ask questions, attend to nonverbal cues.

Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, attending to schedule changes.

Listen for relevant information.

Focus both visual and auditory attention.

Focus attention, e.g., eliminate distractions, listen and watch selectively, postpone reactions.

Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

Listen and view critically, e.g., separate fact from opinion.

Evaluate inferences.

Distinguish reality from the constructed representation of reality, e.g., television, the Internet, drama, movie.

Synthesize information to clarify thoughts, communicate ideas, and solve problems.

Evaluate the usefulness, reliability, and accuracy of information.

Determine the accuracy, validity, and reliability of information viewed.

Compare and/or contrast the experiences of various cultures that might be reflected in visual literature.

Connect the visual text to another text, to a situation in life, and/or to an event or issue in the world, where appropriate.

Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen attentively to others' ideas and opinions.

Subject: Mathematics

Grade: 8
Identify the domain and range of a relation or function from a graph, equation, table, or set of ordered pairs.

Grade: 9
Identify the domain and range of a relation or function when given a graph, equation, table, or ordered pairs.

Select and use an appropriate tool to measure a given attribute.

Find linear and angle measures using appropriate tools or technology.

Identify the domain and range of the absolute value, quadratic, radical, sine, and cosine functions.

Identify the domain, range, and other attributes of families of functions and their inverses, i.e., exponential, polynomial, rational, logarithmic, piece-wise, and trigonometric.

Compare logarithmic and exponential functions.

Identify the domain and range of a function resulting from the combination or composition of functions.

Grade: 10
Identify the domain and range of a relation or function when given a graph, equation, table, or ordered pairs.

Select and use an appropriate tool to measure a given attribute.

Find linear and angle measures using appropriate tools or technology.

Identify the domain and range of the absolute value, quadratic, radical, sine, and cosine functions.

Identify the domain, range, and other attributes of families of functions and their inverses, i.e., exponential, polynomial, rational, logarithmic, piece-wise, and trigonometric.

Compare logarithmic and exponential functions.

Identify the domain and range of a function resulting from the combination or composition of functions.

Grade: 11
Identify the domain and range of a relation or function when given a graph, equation, table, or ordered pairs.

Select and use an appropriate tool to measure a given attribute.

Find linear and angle measures using appropriate tools or technology.

Identify the domain and range of the absolute value, quadratic, radical, sine, and cosine functions.

Identify the domain, range, and other attributes of families of functions and their inverses, i.e., exponential, polynomial, rational, logarithmic, piece-wise, and trigonometric.

Compare logarithmic and exponential functions.

Identify the domain and range of a function resulting from the combination or composition of functions.

Grade: 12
Identify the domain and range of a relation or function when given a graph, equation, table, or ordered pairs.

Select and use an appropriate tool to measure a given attribute.

Find linear and angle measures using appropriate tools or technology.

Identify the domain and range of the absolute value, quadratic, radical, sine, and cosine functions.

Identify the domain, range, and other attributes of families of functions and their inverses, i.e., exponential, polynomial, rational, logarithmic, piece-wise, and trigonometric.

Compare logarithmic and exponential functions.

Identify the domain and range of a function resulting from the combination or composition of functions.

Virginia  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Essential Knowledge, Skills, and Processes: Students are expected to identify and evaluate word choice in the media.

Essential Knowledge, Skills, and Processes: Students are expected to identify and analyze choice of information in the media.

Essential Knowledge, Skills, and Processes: Students are expected to identify and analyze viewpoint in the media.

Grade: 10
Essential Knowledge, Skills, and Processes: Students are expected to assume responsibility for and participate in small-group learning activities by contributing ideas and respectfully listening to and considering the views of the other group members.

Grade: 11
Compare and evaluate adaptations and interpretations of script for stage, film, or television.

Essential Knowledge, Skills, and Processes: Students are expected to compare and evaluate adaptations and interpretations of a script for stage, film, or television.

Subject: Mathematics

Grade: 8
The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to measure angles of less than 360 degrees to the nearest degree, using appropriate tools.

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to apply the following algebraic terms appropriately: domain, range, independent variable, and dependent variable.

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to identify examples of domain, range, independent variable, and dependent variable.

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to determine the domain of a function.

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to determine the range of a function.

Grade: 9
Identify the domain and range for a relation, given a set of ordered pairs, a table, or a graph.

Select an appropriate strategy for solving a quadratic equation (factoring, using the quadratic formula, or graphing).

Identify the domain, range, zeros, and inverse of a function presented algebraically or graphically.

Recognize restricted/discontinuous domains and ranges.

Given the graphs, recognize that exponential and logarithmic functions are inverses of each other.

Investigate exponential and logarithmic functions, using the graphing calculator.

Investigate the shape and behavior of exponential (a^x = y) and logarithmic (log b x = y) functions, including intercepts and end behavior.

Set up and solve practical problems, using combinations of direct and inverse variation.

State the domain and the range of a function written in standard form {e.g., y = A sin (Bx + C) + D or y = A cos [B(x + C)] + D}.

Find the domain and range of the inverse trigonometric functions.

Determine the domain and range of the composite functions.

Determine the domain and range of the inverse of a function.

Determine the domain and range of the composite functions.

Determine the domain and range of the inverse of a function.

Model and solve problems, using sequence and series information.

Identify exponential functions from an equation or a graph.

Identify logarithmic functions from an equation or a graph.

Write logarithmic equations in exponential form and vice versa.

Model practical problems, using exponential and logarithmic functions.

Graph exponential and logarithmic functions, using a graphing utility, and identify asymptotes, intercepts, domain, and range.

Grade: 10
Identify the domain and range for a relation, given a set of ordered pairs, a table, or a graph.

Select an appropriate strategy for solving a quadratic equation (factoring, using the quadratic formula, or graphing).

Identify the domain, range, zeros, and inverse of a function presented algebraically or graphically.

Recognize restricted/discontinuous domains and ranges.

Given the graphs, recognize that exponential and logarithmic functions are inverses of each other.

Investigate exponential and logarithmic functions, using the graphing calculator.

Investigate the shape and behavior of exponential (a^x = y) and logarithmic (log b x = y) functions, including intercepts and end behavior.

Set up and solve practical problems, using combinations of direct and inverse variation.

State the domain and the range of a function written in standard form {e.g., y = A sin (Bx + C) + D or y = A cos [B(x + C)] + D}.

Find the domain and range of the inverse trigonometric functions.

Determine the domain and range of the composite functions.

Determine the domain and range of the inverse of a function.

Determine the domain and range of the composite functions.

Determine the domain and range of the inverse of a function.

Model and solve problems, using sequence and series information.

Identify exponential functions from an equation or a graph.

Identify logarithmic functions from an equation or a graph.

Write logarithmic equations in exponential form and vice versa.

Model practical problems, using exponential and logarithmic functions.

Graph exponential and logarithmic functions, using a graphing utility, and identify asymptotes, intercepts, domain, and range.

Grade: 11
Identify the domain and range for a relation, given a set of ordered pairs, a table, or a graph.

Select an appropriate strategy for solving a quadratic equation (factoring, using the quadratic formula, or graphing).

Identify the domain, range, zeros, and inverse of a function presented algebraically or graphically.

Recognize restricted/discontinuous domains and ranges.

Given the graphs, recognize that exponential and logarithmic functions are inverses of each other.

Investigate exponential and logarithmic functions, using the graphing calculator.

Investigate the shape and behavior of exponential (a^x = y) and logarithmic (log b x = y) functions, including intercepts and end behavior.

Set up and solve practical problems, using combinations of direct and inverse variation.

State the domain and the range of a function written in standard form {e.g., y = A sin (Bx + C) + D or y = A cos [B(x + C)] + D}.

Find the domain and range of the inverse trigonometric functions.

Determine the domain and range of the composite functions.

Determine the domain and range of the inverse of a function.

Determine the domain and range of the composite functions.

Determine the domain and range of the inverse of a function.

Model and solve problems, using sequence and series information.

Identify exponential functions from an equation or a graph.

Identify logarithmic functions from an equation or a graph.

Write logarithmic equations in exponential form and vice versa.

Model practical problems, using exponential and logarithmic functions.

Graph exponential and logarithmic functions, using a graphing utility, and identify asymptotes, intercepts, domain, and range.

Grade: 12
Identify the domain and range for a relation, given a set of ordered pairs, a table, or a graph.

Select an appropriate strategy for solving a quadratic equation (factoring, using the quadratic formula, or graphing).

Identify the domain, range, zeros, and inverse of a function presented algebraically or graphically.

Recognize restricted/discontinuous domains and ranges.

Given the graphs, recognize that exponential and logarithmic functions are inverses of each other.

Investigate exponential and logarithmic functions, using the graphing calculator.

Investigate the shape and behavior of exponential (a^x = y) and logarithmic (log b x = y) functions, including intercepts and end behavior.

Set up and solve practical problems, using combinations of direct and inverse variation.

State the domain and the range of a function written in standard form {e.g., y = A sin (Bx + C) + D or y = A cos [B(x + C)] + D}.

Find the domain and range of the inverse trigonometric functions.

Determine the domain and range of the composite functions.

Determine the domain and range of the inverse of a function.

Determine the domain and range of the composite functions.

Determine the domain and range of the inverse of a function.

Model and solve problems, using sequence and series information.

Identify exponential functions from an equation or a graph.

Identify logarithmic functions from an equation or a graph.

Write logarithmic equations in exponential form and vice versa.

Model practical problems, using exponential and logarithmic functions.

Graph exponential and logarithmic functions, using a graphing utility, and identify asymptotes, intercepts, domain, and range.

Vermont  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Mathematics

Grade: 8
Models situations geometrically. Uses properties and attributes of lines, angles, and two- and three-dimensional shapes) to formulate and solve problems.

Measures and uses units of measures appropriately and consistently when solving problems across the content strands. Makes conversions within or across systems.

Demonstrates conceptual understanding of equality by showing equivalence between two expressions (expressions consistent with the parameters of the left- and right-hand sides of the equations being solved at this grade level) using models or different representations of the expressions, solving formulas for a variable requiring one transformation (e.g., d = rt; d/r = t); by solving multistep linear equations with integer coefficients; by showing that two expressions are or are not equivalent by applying commutative, associative, or distributive properties, order of operations, or substitution; and by informally solving problems involving systems of linear equations in a context.

Organizes and displays data using scatter plots to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems; or Identifies representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M8:23.

Uses counting techniques to solve problems in context involving combinations or permutations using a variety of strategies (e.g., organized lists, tables, tree diagrams, models, Fundamental Counting Principle, or others).

Demonstrate understanding of mathematical problem solving and communication through approach and reasoning - the reasoning, strategies, and skills used to solve the problem.

Demonstrate understanding of mathematical problem solving and communication through connections - demonstration of observations, applications, extensions, and generalizations.

Demonstrate understanding of mathematical problem solving and communication through solution - all of the work that was done to solve the problem, including the answer.

Demonstrate understanding of mathematical problem solving and communication through mathematical language - the use of mathematical language in communicating the solution.

Demonstrate understanding of mathematical problem solving and communication through mathematical representation - the use of mathematical representation to communicate the solution.

Demonstrate understanding of mathematical problem solving and communication through documentation - presentation of the solution.

Grade: 9
Models situations geometrically to solve problems connecting to other areas of mathematics or to other disciplines (i.e., diagrams, coordinate systems, transformations).

Uses the attributes, geometric properties, or theorems involving lines, polygons and circles (e.g., parallel, perpendicular, bisectors, diagonals, radii, diameters, central angles, arc length excluding radians), the Pythagorean Theorem, Triangle Inequality Theorem to solve mathematical situations or problems in context.

Applies concepts of similarity, congruency or right triangle trigonometry to determine length or angle measures and to solve problems involving scale.

Demonstrates conceptual understanding of perimeter, circumference, or area of two-dimensional figures or composites of two-dimensional figures or surface area or volume of three-dimensional figures or composites of three-dimensional figures in problem-solving situations and uses appropriate units of measure and expresses formulas for the perimeter, and area of two-dimensional figures or composites of two-dimensional figures or surface area or volume of three-dimensional figures or composites of three-dimensional figures.

Measures and uses units of measures appropriately and consistently when solving problems across the content strands. Makes conversions within or across systems and makes decisions concerning an appropriate degree of accuracy in problem situations involving measurement. Uses measurement conversion strategies, such as unit/dimensional analysis or uses quotient measures, such as speed and density, that give per unit amounts, or uses product measures, such as person hours to solve problems.

Solves and models problems by formulating, extending, or generalizing linear and common nonlinear functions/relations.) And makes connections among representations of functions/relations (equations, tables, graphs, symbolic notation, text).

Demonstrates conceptual understanding of linear relationships and linear and nonlinear functions (including f(x) = ax2, f(x) = ax3, absolute value function, exponential growth) through analysis of intercepts, domain, range and constant and variable rates of change in mathematical and contextual situations.

Organizes and displays data using scatter plots, histograms, or frequency distributions to answer questions related to the data, to analyze the data to formulate or justify conclusions, make predictions, or to solve problems; or Identifies representations or elements of representations that best display a given set of data or situation, consistent with the representations required in MHS:23.

Uses combinations, arrangements or permutations to solve problems or to determine theoretical probability and experimental probability.

In response to a question, designs investigations, considers how data-collection methods affect the nature of the data set (i.e., sample size, bias, randomization, control group), collects data using observations, surveys and experiments, purposes and justifies conclusions and predictions based on the data.

Demonstrate understanding of mathematical problem solving and communication by approach and reasoning - the strategies and skills used to solve the problem, and the reasoning that supports the approach.

Demonstrate understanding of mathematical problem solving and communication by execution - the answer and the mathematical work that supports it.

Demonstrate understanding of mathematical problem solving and communication by observations and extensions - demonstration of observation, connections, application, extensions, and generalizations.

Demonstrate understanding of mathematical problem solving and communication by mathematical communication - the use of mathematical vocabulary and representation to communicate the solution.

Demonstrate understanding of mathematical problem solving and communication by presentation - effective communication of how the problem was solved, and of the reasoning used.

Grade: 10
Models situations geometrically to solve problems connecting to other areas of mathematics or to other disciplines (i.e., diagrams, coordinate systems, transformations).

Uses the attributes, geometric properties, or theorems involving lines, polygons and circles (e.g., parallel, perpendicular, bisectors, diagonals, radii, diameters, central angles, arc length excluding radians), the Pythagorean Theorem, Triangle Inequality Theorem to solve mathematical situations or problems in context.

Applies concepts of similarity, congruency or right triangle trigonometry to determine length or angle measures and to solve problems involving scale.

Demonstrates conceptual understanding of perimeter, circumference, or area of two-dimensional figures or composites of two-dimensional figures or surface area or volume of three-dimensional figures or composites of three-dimensional figures in problem-solving situations and uses appropriate units of measure and expresses formulas for the perimeter, and area of two-dimensional figures or composites of two-dimensional figures or surface area or volume of three-dimensional figures or composites of three-dimensional figures.

Measures and uses units of measures appropriately and consistently when solving problems across the content strands. Makes conversions within or across systems and makes decisions concerning an appropriate degree of accuracy in problem situations involving measurement. Uses measurement conversion strategies, such as unit/dimensional analysis or uses quotient measures, such as speed and density, that give per unit amounts, or uses product measures, such as person hours to solve problems.

Solves and models problems by formulating, extending, or generalizing linear and common nonlinear functions/relations.) And makes connections among representations of functions/relations (equations, tables, graphs, symbolic notation, text).

Demonstrates conceptual understanding of linear relationships and linear and nonlinear functions (including f(x) = ax2, f(x) = ax3, absolute value function, exponential growth) through analysis of intercepts, domain, range and constant and variable rates of change in mathematical and contextual situations.

Organizes and displays data using scatter plots, histograms, or frequency distributions to answer questions related to the data, to analyze the data to formulate or justify conclusions, make predictions, or to solve problems; or Identifies representations or elements of representations that best display a given set of data or situation, consistent with the representations required in MHS:23.

Uses combinations, arrangements or permutations to solve problems or to determine theoretical probability and experimental probability.

In response to a question, designs investigations, considers how data-collection methods affect the nature of the data set (i.e., sample size, bias, randomization, control group), collects data using observations, surveys and experiments, purposes and justifies conclusions and predictions based on the data.

Demonstrate understanding of mathematical problem solving and communication by approach and reasoning - the strategies and skills used to solve the problem, and the reasoning that supports the approach.

Demonstrate understanding of mathematical problem solving and communication by execution - the answer and the mathematical work that supports it.

Demonstrate understanding of mathematical problem solving and communication by observations and extensions - demonstration of observation, connections, application, extensions, and generalizations.

Demonstrate understanding of mathematical problem solving and communication by mathematical communication - the use of mathematical vocabulary and representation to communicate the solution.

Demonstrate understanding of mathematical problem solving and communication by presentation - effective communication of how the problem was solved, and of the reasoning used.

Grade: 11
Models situations geometrically to solve problems connecting to other areas of mathematics or to other disciplines (i.e., diagrams, coordinate systems, transformations).

Uses the attributes, geometric properties, or theorems involving lines, polygons and circles (e.g., parallel, perpendicular, bisectors, diagonals, radii, diameters, central angles, arc length excluding radians), the Pythagorean Theorem, Triangle Inequality Theorem to solve mathematical situations or problems in context.

Applies concepts of similarity, congruency or right triangle trigonometry to determine length or angle measures and to solve problems involving scale.

Demonstrates conceptual understanding of perimeter, circumference, or area of two-dimensional figures or composites of two-dimensional figures or surface area or volume of three-dimensional figures or composites of three-dimensional figures in problem-solving situations and uses appropriate units of measure and expresses formulas for the perimeter, and area of two-dimensional figures or composites of two-dimensional figures or surface area or volume of three-dimensional figures or composites of three-dimensional figures.

Measures and uses units of measures appropriately and consistently when solving problems across the content strands. Makes conversions within or across systems and makes decisions concerning an appropriate degree of accuracy in problem situations involving measurement. Uses measurement conversion strategies, such as unit/dimensional analysis or uses quotient measures, such as speed and density, that give per unit amounts, or uses product measures, such as person hours to solve problems.

Solves and models problems by formulating, extending, or generalizing linear and common nonlinear functions/relations.) And makes connections among representations of functions/relations (equations, tables, graphs, symbolic notation, text).

Demonstrates conceptual understanding of linear relationships and linear and nonlinear functions (including f(x) = ax2, f(x) = ax3, absolute value function, exponential growth) through analysis of intercepts, domain, range and constant and variable rates of change in mathematical and contextual situations.

Organizes and displays data using scatter plots, histograms, or frequency distributions to answer questions related to the data, to analyze the data to formulate or justify conclusions, make predictions, or to solve problems; or Identifies representations or elements of representations that best display a given set of data or situation, consistent with the representations required in MHS:23.

Uses combinations, arrangements or permutations to solve problems or to determine theoretical probability and experimental probability.

In response to a question, designs investigations, considers how data-collection methods affect the nature of the data set (i.e., sample size, bias, randomization, control group), collects data using observations, surveys and experiments, purposes and justifies conclusions and predictions based on the data.

Demonstrate understanding of mathematical problem solving and communication by approach and reasoning - the strategies and skills used to solve the problem, and the reasoning that supports the approach.

Demonstrate understanding of mathematical problem solving and communication by execution - the answer and the mathematical work that supports it.

Demonstrate understanding of mathematical problem solving and communication by observations and extensions - demonstration of observation, connections, application, extensions, and generalizations.

Demonstrate understanding of mathematical problem solving and communication by mathematical communication - the use of mathematical vocabulary and representation to communicate the solution.

Demonstrate understanding of mathematical problem solving and communication by presentation - effective communication of how the problem was solved, and of the reasoning used.

Grade: 12
Models situations geometrically to solve problems connecting to other areas of mathematics or to other disciplines (i.e., diagrams, coordinate systems, transformations).

Uses the attributes, geometric properties, or theorems involving lines, polygons and circles (e.g., parallel, perpendicular, bisectors, diagonals, radii, diameters, central angles, arc length excluding radians), the Pythagorean Theorem, Triangle Inequality Theorem to solve mathematical situations or problems in context.

Applies concepts of similarity, congruency or right triangle trigonometry to determine length or angle measures and to solve problems involving scale.

Demonstrates conceptual understanding of perimeter, circumference, or area of two-dimensional figures or composites of two-dimensional figures or surface area or volume of three-dimensional figures or composites of three-dimensional figures in problem-solving situations and uses appropriate units of measure and expresses formulas for the perimeter, and area of two-dimensional figures or composites of two-dimensional figures or surface area or volume of three-dimensional figures or composites of three-dimensional figures.

Measures and uses units of measures appropriately and consistently when solving problems across the content strands. Makes conversions within or across systems and makes decisions concerning an appropriate degree of accuracy in problem situations involving measurement. Uses measurement conversion strategies, such as unit/dimensional analysis or uses quotient measures, such as speed and density, that give per unit amounts, or uses product measures, such as person hours to solve problems.

Solves and models problems by formulating, extending, or generalizing linear and common nonlinear functions/relations.) And makes connections among representations of functions/relations (equations, tables, graphs, symbolic notation, text).

Demonstrates conceptual understanding of linear relationships and linear and nonlinear functions (including f(x) = ax2, f(x) = ax3, absolute value function, exponential growth) through analysis of intercepts, domain, range and constant and variable rates of change in mathematical and contextual situations.

Organizes and displays data using scatter plots, histograms, or frequency distributions to answer questions related to the data, to analyze the data to formulate or justify conclusions, make predictions, or to solve problems; or Identifies representations or elements of representations that best display a given set of data or situation, consistent with the representations required in MHS:23.

Uses combinations, arrangements or permutations to solve problems or to determine theoretical probability and experimental probability.

In response to a question, designs investigations, considers how data-collection methods affect the nature of the data set (i.e., sample size, bias, randomization, control group), collects data using observations, surveys and experiments, purposes and justifies conclusions and predictions based on the data.

Demonstrate understanding of mathematical problem solving and communication by approach and reasoning - the strategies and skills used to solve the problem, and the reasoning that supports the approach.

Demonstrate understanding of mathematical problem solving and communication by execution - the answer and the mathematical work that supports it.

Demonstrate understanding of mathematical problem solving and communication by observations and extensions - demonstration of observation, connections, application, extensions, and generalizations.

Demonstrate understanding of mathematical problem solving and communication by mathematical communication - the use of mathematical vocabulary and representation to communicate the solution.

Demonstrate understanding of mathematical problem solving and communication by presentation - effective communication of how the problem was solved, and of the reasoning used.

Washington  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Use attention level appropriate for particular circumstances and contexts.

Analyze and reflect on ideas while paying attention and listening in a variety of situations.

Draw inferences based on visual information and/or people's behaviors.

Explore different perspectives on complex issues through viewing a range of visual texts.

Listen for, identify and explain: information vs. persuasion; inferences; emotive rhetoric vs. reasoned arguments.

Use a variety of effective listening strategies.

Listening and Observing: Identifies listening purpose and selects appropriate listening strategy (Grade 8 framework).

Evaluating: Begins to analyze media for audience (Who is the target audience?) (Grade 8 framework).

Evaluating: Begins to analyze media for purpose (e.g., inform, entertain, persuade - Why does it say that?) (Grade 8 framework).

Evaluating: Begins to analyze media for content (e.g., message - What does it say?) (Grade 8 framework).

Evaluating: Identifies technical strategies used in media texts (e.g., camera angle, perspective, use of music, color, font, action) (Grade 8 framework).

Evaluating: Identifies the point of view of media sources (Grade 8 framework).

Ask questions to interpret and evaluate oral and visual contexts based on information from a variety of sources.

Make judgments and inferences.

Evaluating: Begins to analyze media for content (e.g., message - What does it say?) (Grade 8 framework).

Evaluating: Begins to analyze media for audience (Who is the target audience?) (Grade 8 framework).

Evaluating: Begins to analyze media for purpose (e.g., inform, entertain, persuade - Why does it say that?) (Grade 8 framework).

Evaluating: Begins to analyze media for content (e.g., message - What does it say?) (Grade 8 framework).

Evaluating: Describes the connection between form and content in media texts (Grade 8 framework).

Evaluating: Identifies technical strategies used in media texts (e.g., camera angle, perspective, use of music, color, font, action) (Grade 8 framework).

Identify and evaluate complex techniques used in mass communications such as generalization, appeal to popularity, and appeal to emotion .

Analyze and explain the effectiveness of methods used in mass communication.

Analyze and interpret the influence of media sources.

Evaluating: Begins to analyze media for audience (Who is the target audience?) (Grade 8 framework).

Evaluating: Begins to analyze media for purpose (e.g., inform, entertain, persuade - Why does it say that?) (Grade 8 framework).

Evaluating: Identifies media-constructed versions of reality (Grade 8 framework).

Evaluating: Begins to analyze media for content (e.g., message - What does it say?) (Grade 8 framework).

Evaluating: Identifies technical strategies used in media texts (e.g., camera angle, perspective, use of music, color, font, action) (Grade 8 framework).

Evaluating: Describes the connection between form and content in media texts (Grade 8 framework).

Evaluating: Identifies the point of view of media sources (Grade 8 framework).

Grade: 9
Use attention level appropriate for particular circumstances and contexts.

Analyze and reflect on ideas while paying attention and listening in a variety of situations.

Draw inferences based on visual information and/or people's behaviors.

Explore different perspectives on complex issues through viewing a range of visual texts.

Listen for, identify and explain: information vs. persuasion; inferences; emotive rhetoric vs. reasoned arguments.

Use a variety of effective listening strategies.

Listening and Observing: Uses listening strategy appropriate to purpose (Grade 9 framework).

Listening and Observing: Listens and observes to identify inferences in oral communication (Grade 9 framework).

Evaluating: Analyzes media texts for audience (Grade 9 framework).

Evaluating: Analyzes media texts for content and purpose (e.g., change an attitude, sell a product, sway a vote) (Grade 9 framework).

Evaluating: Analyzes media texts for technical strategies (Grade 9 framework).

Evaluating: Analyzes the influence of media sources (Grade 9 framework).

Ask questions to interpret and evaluate oral and visual contexts based on information from a variety of sources.

Make judgments and inferences.

Evaluating: Analyzes media texts for audience (Grade 9 framework).

Evaluating: Analyzes media texts for content and purpose (e.g., change an attitude, sell a product, sway a vote) (Grade 9 framework).

Evaluating: Analyzes how the connection between form and content creates an effect (Grade 9 framework).

Evaluating: Analyzes media texts for technical strategies (Grade 9 framework).

Identify and evaluate complex techniques used in mass communications such as generalization, appeal to popularity, and appeal to emotion .

Analyze and explain the effectiveness of methods used in mass communication.

Analyze and interpret the influence of media sources.

Evaluating: Analyzes media texts for audience (Grade 9 framework).

Evaluating: Analyzes media texts for content and purpose (e.g., change an attitude, sell a product, sway a vote) (Grade 9 framework).

Evaluating: Analyzes the choices that were made in the construction of media texts (Grade 9 framework).

Evaluating: Contrasts the media-constructed versions of reality with alternative versions of reality (Grade 9 framework).

Evaluating: Analyzes media texts for technical strategies (Grade 9 framework).

Evaluating: Analyzes how the connection between form and content creates an effect (Grade 9 framework).

Evaluating: Explains the basis for multiple interpretations of media (e.g., life experiences, frame of reference) (Grade 9 framework).

Evaluating: Analyzes media for commercial implications (Grade 9 framework).

Evaluating: Analyzes the influence of media sources (Grade 9 framework).

Grade: 10
Use attention level appropriate for particular circumstances and contexts.

Analyze and reflect on ideas while paying attention and listening in a variety of situations.

Draw inferences based on visual information and/or people's behaviors.

Explore different perspectives on complex issues through viewing a range of visual texts.

Listen for, identify and explain: information vs. persuasion; inferences; emotive rhetoric vs. reasoned arguments.

Use a variety of effective listening strategies.

Listening and Observing: Analyzes speaker's and listener's purpose to select and use an appropriate listening strategy (Grade 10 framework).

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Compares the range of different interpretations the same media text can stimulate for different audiences (Grade 10 framework).

Evaluating: Interprets the influence of media sources (e.g., accuracy, bias, point of view) (Grade 10 framework).

Ask questions to interpret and evaluate oral and visual contexts based on information from a variety of sources.

Make judgments and inferences.

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates how the form and content choices created the desired effects (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Identify and evaluate complex techniques used in mass communications such as generalization, appeal to popularity, and appeal to emotion .

Analyze and explain the effectiveness of methods used in mass communication.

Analyze and interpret the influence of media sources.

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates implications of the choices that were made in the construction of media texts (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates how the form and content choices created the desired effects (Grade 10 framework).

Evaluating: Compares the range of different interpretations the same media text can stimulate for different audiences (Grade 10 framework).

Evaluating: Evaluates the effects of commercialism on media (Grade 10 framework).

Evaluating: Interprets the influence of media sources (e.g., accuracy, bias, point of view) (Grade 10 framework).

Grade: 11
Use attention level appropriate for particular circumstances and contexts.

Analyze and reflect on ideas while paying attention and listening in a variety of situations.

Draw inferences based on visual information and/or people's behaviors.

Explore different perspectives on complex issues through viewing a range of visual texts.

Listen for, identify and explain: information vs. persuasion; inferences; emotive rhetoric vs. reasoned arguments.

Use a variety of effective listening strategies.

Listening and Observing: Analyzes speaker's and listener's purpose to select and use an appropriate listening strategy (Grade 10 framework).

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Compares the range of different interpretations the same media text can stimulate for different audiences (Grade 10 framework).

Evaluating: Interprets the influence of media sources (e.g., accuracy, bias, point of view) (Grade 10 framework).

Ask questions to interpret and evaluate oral and visual contexts based on information from a variety of sources.

Make judgments and inferences.

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates how the form and content choices created the desired effects (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Identify and evaluate complex techniques used in mass communications such as generalization, appeal to popularity, and appeal to emotion .

Analyze and explain the effectiveness of methods used in mass communication.

Analyze and interpret the influence of media sources.

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates implications of the choices that were made in the construction of media texts (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates how the form and content choices created the desired effects (Grade 10 framework).

Evaluating: Compares the range of different interpretations the same media text can stimulate for different audiences (Grade 10 framework).

Evaluating: Evaluates the effects of commercialism on media (Grade 10 framework).

Evaluating: Interprets the influence of media sources (e.g., accuracy, bias, point of view) (Grade 10 framework).

Grade: 12
Use attention level appropriate for particular circumstances and contexts.

Analyze and reflect on ideas while paying attention and listening in a variety of situations.

Draw inferences based on visual information and/or people's behaviors.

Explore different perspectives on complex issues through viewing a range of visual texts.

Listen for, identify and explain: information vs. persuasion; inferences; emotive rhetoric vs. reasoned arguments.

Use a variety of effective listening strategies.

Listening and Observing: Analyzes speaker's and listener's purpose to select and use an appropriate listening strategy (Grade 10 framework).

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Compares the range of different interpretations the same media text can stimulate for different audiences (Grade 10 framework).

Evaluating: Interprets the influence of media sources (e.g., accuracy, bias, point of view) (Grade 10 framework).

Ask questions to interpret and evaluate oral and visual contexts based on information from a variety of sources.

Make judgments and inferences.

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates how the form and content choices created the desired effects (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Identify and evaluate complex techniques used in mass communications such as generalization, appeal to popularity, and appeal to emotion .

Analyze and explain the effectiveness of methods used in mass communication.

Analyze and interpret the influence of media sources.

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates implications of the choices that were made in the construction of media texts (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates how the form and content choices created the desired effects (Grade 10 framework).

Evaluating: Compares the range of different interpretations the same media text can stimulate for different audiences (Grade 10 framework).

Evaluating: Evaluates the effects of commercialism on media (Grade 10 framework).

Evaluating: Interprets the influence of media sources (e.g., accuracy, bias, point of view) (Grade 10 framework).

Subject: Mathematics

Grade: 8
Create symmetrical, congruent, or similar figures using a variety of tools (e.g., ruler, pattern blocks, geoboards). [RL, CU]

Use strategies to become informed about the situation (e.g., listing information, asking questions).

Summarize the problem (e.g., we have information about the relationship between the number of steps per second and the speed in feet per second; we wish to find approximate speed or stride rates).

Determine whether enough information is given to find a solution (e.g., list what is needed to find the relationship between stride rate and speed; list known and unknown information).

Determine whether information is missing or extraneous (e.g., compare the list of known things to the list of needed things to see if there are things that are not needed - names, location).

Define the problem (e.g., find the relationship between the steps per second and speed).

Organize relevant information from multiple sources.

Select and apply appropriate mathematical tools for a situation (e.g., plot steps per second vs. speed; check to see if model is linear; calculate successive differences or quotients to see if a pattern emerges; find an equation for a line that approximates the relationship or extend the pattern to approximate the speed at 5 steps per second).

Implement the plan devised to solve the problem or answer the question posed (e.g., in a table of values of lengths, widths, and areas find the one that shows the largest area; check smaller increments to see if this is the largest that works).

Identify when an approach is unproductive and modify or try a new approach (e.g., if an additive model didn't work, try a multiplicative model).

Check the solution to see if it works (e.g., if the solution for a speed of 19 feet per second is 5 steps per second, perhaps the assumption of linearity was incorrect).

Grade: 9
Identify and use variable quantities to read and write expressions and equations to represent situations that can be described using repeated multiplication (e.g., models that are exponential such as savings accounts and early stages of population growth). [CU, MC]

Use strategies to become informed about the situation (e.g., listing information; examine the table for patterns; create a scatter plot to look for patterns; asking questions).

Summarize the problem (e.g., there are Olympic winning times over the past 50 years; both men's and women's times are decreasing; will there come a time when women run faster than men).

Determine whether enough information is given to find a solution (e.g., list what is needed to be found; extend the pattern to see if women's times will be less).

Determine whether information is missing or extraneous (e.g., compare the list of known things to the list of needed things to see if there are things that are not needed).

Organize relevant information from multiple sources (e.g., create a list of known and unknown information; create a scatter plot of men's and women's times vs. time on the same coordinate axis to analyze the patterns).

Select and apply appropriate mathematical tools to devise a strategy in a situation (e.g., if the data, in either tabular or graphical form, suggest a linear relationship, plan to find a linear equation for each set of data; solve those equations simultaneously [or use technology to find the intersection of the two lines] to answer the question). If the data pattern suggests a non-linear model, plan to project what the pattern is and extend that pattern.

Implement the plan devised to solve the problem (e.g., solve the set of simultaneous equations to arrive at a time where the two times are the same).

Use mathematics to solve the problem (e.g., use algebra to write equations for the two linear models, solve the system of equations using either symbols or technology).

Identify when an approach is unproductive and modify or try a new approach (e.g., if the result does not make sense in the context, return to the plan to see if something has gone wrong and adjust accordingly).

Check the solution to see if it works (e.g., the solution may be a partial year [i.e., 2003.6]; decide how to deal with this and also if the year is reasonable [i.e., 1925 does not make sense given the context]).

Grade: 10
Identify and use variable quantities to read and write expressions and equations to represent situations that can be described using repeated multiplication (e.g., models that are exponential such as savings accounts and early stages of population growth). [CU, MC]

Use strategies to become informed about the situation (e.g., listing information; examine the table for patterns; create a scatter plot to look for patterns; asking questions).

Summarize the problem (e.g., there are Olympic winning times over the past 50 years; both men's and women's times are decreasing; will there come a time when women run faster than men).

Determine whether enough information is given to find a solution (e.g., list what is needed to be found; extend the pattern to see if women's times will be less).

Determine whether information is missing or extraneous (e.g., compare the list of known things to the list of needed things to see if there are things that are not needed).

Organize relevant information from multiple sources (e.g., create a list of known and unknown information; create a scatter plot of men's and women's times vs. time on the same coordinate axis to analyze the patterns).

Select and apply appropriate mathematical tools to devise a strategy in a situation (e.g., if the data, in either tabular or graphical form, suggest a linear relationship, plan to find a linear equation for each set of data; solve those equations simultaneously [or use technology to find the intersection of the two lines] to answer the question). If the data pattern suggests a non-linear model, plan to project what the pattern is and extend that pattern.

Implement the plan devised to solve the problem (e.g., solve the set of simultaneous equations to arrive at a time where the two times are the same).

Use mathematics to solve the problem (e.g., use algebra to write equations for the two linear models, solve the system of equations using either symbols or technology).

Identify when an approach is unproductive and modify or try a new approach (e.g., if the result does not make sense in the context, return to the plan to see if something has gone wrong and adjust accordingly).

Check the solution to see if it works (e.g., the solution may be a partial year [i.e., 2003.6]; decide how to deal with this and also if the year is reasonable [i.e., 1925 does not make sense given the context]).

Grade: 11
Identify and use variable quantities to read and write expressions and equations to represent situations that can be described using repeated multiplication (e.g., models that are exponential such as savings accounts and early stages of population growth). [CU, MC]

Use strategies to become informed about the situation (e.g., listing information; examine the table for patterns; create a scatter plot to look for patterns; asking questions).

Summarize the problem (e.g., there are Olympic winning times over the past 50 years; both men's and women's times are decreasing; will there come a time when women run faster than men).

Determine whether enough information is given to find a solution (e.g., list what is needed to be found; extend the pattern to see if women's times will be less).

Determine whether information is missing or extraneous (e.g., compare the list of known things to the list of needed things to see if there are things that are not needed).

Organize relevant information from multiple sources (e.g., create a list of known and unknown information; create a scatter plot of men's and women's times vs. time on the same coordinate axis to analyze the patterns).

Select and apply appropriate mathematical tools to devise a strategy in a situation (e.g., if the data, in either tabular or graphical form, suggest a linear relationship, plan to find a linear equation for each set of data; solve those equations simultaneously [or use technology to find the intersection of the two lines] to answer the question). If the data pattern suggests a non-linear model, plan to project what the pattern is and extend that pattern.

Implement the plan devised to solve the problem (e.g., solve the set of simultaneous equations to arrive at a time where the two times are the same).

Use mathematics to solve the problem (e.g., use algebra to write equations for the two linear models, solve the system of equations using either symbols or technology).

Identify when an approach is unproductive and modify or try a new approach (e.g., if the result does not make sense in the context, return to the plan to see if something has gone wrong and adjust accordingly).

Check the solution to see if it works (e.g., the solution may be a partial year [i.e., 2003.6]; decide how to deal with this and also if the year is reasonable [i.e., 1925 does not make sense given the context]).

Grade: 12
Identify and use variable quantities to read and write expressions and equations to represent situations that can be described using repeated multiplication (e.g., models that are exponential such as savings accounts and early stages of population growth). [CU, MC]

Use strategies to become informed about the situation (e.g., listing information; examine the table for patterns; create a scatter plot to look for patterns; asking questions).

Summarize the problem (e.g., there are Olympic winning times over the past 50 years; both men's and women's times are decreasing; will there come a time when women run faster than men).

Determine whether enough information is given to find a solution (e.g., list what is needed to be found; extend the pattern to see if women's times will be less).

Determine whether information is missing or extraneous (e.g., compare the list of known things to the list of needed things to see if there are things that are not needed).

Organize relevant information from multiple sources (e.g., create a list of known and unknown information; create a scatter plot of men's and women's times vs. time on the same coordinate axis to analyze the patterns).

Select and apply appropriate mathematical tools to devise a strategy in a situation (e.g., if the data, in either tabular or graphical form, suggest a linear relationship, plan to find a linear equation for each set of data; solve those equations simultaneously [or use technology to find the intersection of the two lines] to answer the question). If the data pattern suggests a non-linear model, plan to project what the pattern is and extend that pattern.

Implement the plan devised to solve the problem (e.g., solve the set of simultaneous equations to arrive at a time where the two times are the same).

Use mathematics to solve the problem (e.g., use algebra to write equations for the two linear models, solve the system of equations using either symbols or technology).

Identify when an approach is unproductive and modify or try a new approach (e.g., if the result does not make sense in the context, return to the plan to see if something has gone wrong and adjust accordingly).

Check the solution to see if it works (e.g., the solution may be a partial year [i.e., 2003.6]; decide how to deal with this and also if the year is reasonable [i.e., 1925 does not make sense given the context]).

Wisconsin  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Distinguish among purposes for listening, such as gaining information or being entertained, and take notes as appropriate.

Recall significant details and sequence accurately.

Evaluate the reliability of information in a communication, using criteria based on prior knowledge of the speaker, the topic, and the context and on analysis of logic, evidence, propaganda devices, and language.

Develop criteria for selecting or avoiding specific broadcast programs and periodicals.

Analyze how messages may be affected by financial factors such as sponsorship.

Grade: 9
Attend to both literal and connotative meanings.

Distinguish between relevant and irrelevant information.

Analyze messages for their accuracy and usefulness.

Develop and apply evaluative criteria of accuracy and point of view to broadcast news programs.

Analyze the content and effect of subtle persuasive techniques used on-line and in broadcast and print media.

Develop and apply criteria for evaluating broadcast programming.

Analyze the effect of media production techniques, such as music, camera angles, fade-outs, and lighting, on different audiences.

Evaluate the impact of various market factors on the effectiveness of media production and distribution.

Identify the impact of image and context on particular audiences receiving the same message.

Develop and present criteria for evaluating a variety of media products.

Evaluate audience feedback on the clarity, form, effectiveness, technical achievement and aesthetic appeal of media work.

Grade: 10
Attend to both literal and connotative meanings.

Distinguish between relevant and irrelevant information.

Analyze messages for their accuracy and usefulness.

Develop and apply evaluative criteria of accuracy and point of view to broadcast news programs.

Analyze the content and effect of subtle persuasive techniques used on-line and in broadcast and print media.

Develop and apply criteria for evaluating broadcast programming.

Analyze the effect of media production techniques, such as music, camera angles, fade-outs, and lighting, on different audiences.

Evaluate the impact of various market factors on the effectiveness of media production and distribution.

Identify the impact of image and context on particular audiences receiving the same message.

Develop and present criteria for evaluating a variety of media products.

Evaluate audience feedback on the clarity, form, effectiveness, technical achievement and aesthetic appeal of media work.

Grade: 11
Attend to both literal and connotative meanings.

Distinguish between relevant and irrelevant information.

Analyze messages for their accuracy and usefulness.

Develop and apply evaluative criteria of accuracy and point of view to broadcast news programs.

Analyze the content and effect of subtle persuasive techniques used on-line and in broadcast and print media.

Develop and apply criteria for evaluating broadcast programming.

Analyze the effect of media production techniques, such as music, camera angles, fade-outs, and lighting, on different audiences.

Evaluate the impact of various market factors on the effectiveness of media production and distribution.

Identify the impact of image and context on particular audiences receiving the same message.

Develop and present criteria for evaluating a variety of media products.

Evaluate audience feedback on the clarity, form, effectiveness, technical achievement and aesthetic appeal of media work.

Grade: 12
Attend to both literal and connotative meanings.

Distinguish between relevant and irrelevant information.

Analyze messages for their accuracy and usefulness.

Develop and apply evaluative criteria of accuracy and point of view to broadcast news programs.

Analyze the content and effect of subtle persuasive techniques used on-line and in broadcast and print media.

Develop and apply criteria for evaluating broadcast programming.

Analyze the effect of media production techniques, such as music, camera angles, fade-outs, and lighting, on different audiences.

Evaluate the impact of various market factors on the effectiveness of media production and distribution.

Identify the impact of image and context on particular audiences receiving the same message.

Develop and present criteria for evaluating a variety of media products.

Evaluate audience feedback on the clarity, form, effectiveness, technical achievement and aesthetic appeal of media work.

Subject: Mathematics

Grade: 8
Analyze non-routine problems by modeling, illustrating, guessing, simplifying, generalizing, shifting to another point of view, etc.

Demonstrate understanding of basic measurement facts, principles, and techniques including the following approximate comparisons between metric and US Customary units (e.g., a liter and a quart are about the same; a kilometer is about six-tenths of a mile); knowledge that direct measurement produces approximate, not exact, measures; the use of smaller units to produce more precise measures.

Grade: 9
Analyze non-routine problems and arrive at solutions by various means, including models and simulations, often starting with provisional conjectures and progressing, directly or indirectly, to a solution, justification, or counter-example.

Select and use tools with appropriate degree of precision to determine measurements directly within specified degrees of accuracy and error (tolerance).

Grade: 10
Analyze non-routine problems and arrive at solutions by various means, including models and simulations, often starting with provisional conjectures and progressing, directly or indirectly, to a solution, justification, or counter-example.

Select and use tools with appropriate degree of precision to determine measurements directly within specified degrees of accuracy and error (tolerance).

Grade: 11
Analyze non-routine problems and arrive at solutions by various means, including models and simulations, often starting with provisional conjectures and progressing, directly or indirectly, to a solution, justification, or counter-example.

Select and use tools with appropriate degree of precision to determine measurements directly within specified degrees of accuracy and error (tolerance).

Grade: 12
Analyze non-routine problems and arrive at solutions by various means, including models and simulations, often starting with provisional conjectures and progressing, directly or indirectly, to a solution, justification, or counter-example.

Select and use tools with appropriate degree of precision to determine measurements directly within specified degrees of accuracy and error (tolerance).

West Virginia  Back to Top

Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Students will think critically about oral/visual information presented; relate personal experiences and apply the information to global situations.

Students will play a variety of roles in group discussions including active listener, discussion leader and/or facilitator.

Grade: 9
Students will review listening behaviors prior to a school wide audience activity (e.g., staying alert; resisting distractions; identifying and adapting to the speaker's purpose).

Students will listen to identify the purpose, make predictions, distinguish fact from opinion and construct meaning from discussion, speech or media.

Grade: 10
Students will practice and master listening, speaking and viewing by using a variety of techniques (e.g., videos, power point presentations; audiotape; web pages).

Grade: 11
Students will practice and master listening, speaking and viewing objectives (e.g., videos; PowerPoint presentations; web pages; evaluating a selection on audiotape).

Grade: 12
Students will identify the barriers to effective listening and plan methods to overcome them.

Students will analyze the changes in mass communication caused by the widespread use of technology.

Students will listen accurately before recording direct and indirect quotations.

Subject: Mathematics

Grade: 8
Students will use powers, squares, and square roots to solve problems.

Students will solve application problems with whole numbers, decimals, fractions, percents and integers including, but not limited to, rates, tips, discounts, sales tax and interest.

Students will develop computational strategies based on the commutative, associative, and identity properties with emphasis on the inverse and distributive properties.

Grade: 9
Students will solve practical problems involving computation using estimation.

Students will write numbers in scientific notation and combine numbers written in scientific notation to solve practical problems.

Students will evaluate algebraic expressions using grouping symbols, order of operations and properties of real numbers with justification of steps.

Students will solve multi-step linear equations in one variable and apply skills toward solving practical problems.

Students will solve multi-step linear inequalities in one variable, interpret the results on a number line and apply the skills toward solving practical problems.

Students will define the components of a matrix: develop and use the appropriate field properties by adding, subtracting, and multiplying; solve a system of linear equations using matrices; and apply skills toward solving practical problems.

Students will solve equations containing radicals and exponents.

Students will define a function: find the domain, range, zeros; find the inverse of a function; find the value of a function for a given element in its domain; and perform basic operations on functions including composition of functions.

Students will develop a variety of problem-solving strategies (e.g., draw a diagram, look for a pattern, and work backwards).

Students will solve application problems using linear, quadratic and exponential functions with emphasis on data collection and analysis.

Students will use appropriate formulas to solve workplace problems.

Students will solve workplace problems involving perimeter, area, surface area and volume.

Students will establish the relationship between exponential and logarithmic functions; graph related functions and include their domain and range.

Students will solve equations and practical problems involving exponential and logarithmic expressions: include natural and common logarithms; use laws of exponents; and confirm solutions graphically and numerically.

Grade: 10
Students will solve practical problems involving computation using estimation.

Students will write numbers in scientific notation and combine numbers written in scientific notation to solve practical problems.

Students will evaluate algebraic expressions using grouping symbols, order of operations and properties of real numbers with justification of steps.

Students will solve multi-step linear equations in one variable and apply skills toward solving practical problems.

Students will solve multi-step linear inequalities in one variable, interpret the results on a number line and apply the skills toward solving practical problems.

Students will define the components of a matrix: develop and use the appropriate field properties by adding, subtracting, and multiplying; solve a system of linear equations using matrices; and apply skills toward solving practical problems.

Students will solve equations containing radicals and exponents.

Students will define a function: find the domain, range, zeros; find the inverse of a function; find the value of a function for a given element in its domain; and perform basic operations on functions including composition of functions.

Students will develop a variety of problem-solving strategies (e.g., draw a diagram, look for a pattern, and work backwards).

Students will solve application problems using linear, quadratic and exponential functions with emphasis on data collection and analysis.

Students will use appropriate formulas to solve workplace problems.

Students will solve workplace problems involving perimeter, area, surface area and volume.

Students will establish the relationship between exponential and logarithmic functions; graph related functions and include their domain and range.

Students will solve equations and practical problems involving exponential and logarithmic expressions: include natural and common logarithms; use laws of exponents; and confirm solutions graphically and numerically.

Students will write numbers involving scientific notation and combine numbers written in scientific notation to solve practical problems. (AM1.2)

Students will define variables and solve multi-step linear equations and one-variable inequalities, interpret results on a number line and apply the skills toward solving practical problems. (AM1.10, AM1.11, AGP.18, A1.2, A1.3)

Students will solve literal equations for a given variable and apply the skills toward solving practical problems. (AM1.8, A1.4)

Students will solve practical problems using a four-step problem solving approach, justifying steps based on the properties of real numbers. (AM1.9, AM1.7)

Grade: 11
Students will solve practical problems involving computation using estimation.

Students will write numbers in scientific notation and combine numbers written in scientific notation to solve practical problems.

Students will evaluate algebraic expressions using grouping symbols, order of operations and properties of real numbers with justification of steps.

Students will solve multi-step linear equations in one variable and apply skills toward solving practical problems.

Students will solve multi-step linear inequalities in one variable, interpret the results on a number line and apply the skills toward solving practical problems.

Students will define the components of a matrix: develop and use the appropriate field properties by adding, subtracting, and multiplying; solve a system of linear equations using matrices; and apply skills toward solving practical problems.

Students will solve equations containing radicals and exponents.

Students will define a function: find the domain, range, zeros; find the inverse of a function; find the value of a function for a given element in its domain; and perform basic operations on functions including composition of functions.

Students will develop a variety of problem-solving strategies (e.g., draw a diagram, look for a pattern, and work backwards).

Students will solve application problems using linear, quadratic and exponential functions with emphasis on data collection and analysis.

Students will use appropriate formulas to solve workplace problems.

Students will solve workplace problems involving perimeter, area, surface area and volume.

Students will establish the relationship between exponential and logarithmic functions; graph related functions and include their domain and range.

Students will solve equations and practical problems involving exponential and logarithmic expressions: include natural and common logarithms; use laws of exponents; and confirm solutions graphically and numerically.

Grade: 12
Students will solve practical problems involving computation using estimation.

Students will write numbers in scientific notation and combine numbers written in scientific notation to solve practical problems.

Students will evaluate algebraic expressions using grouping symbols, order of operations and properties of real numbers with justification of steps.

Students will solve multi-step linear equations in one variable and apply skills toward solving practical problems.

Students will solve multi-step linear inequalities in one variable, interpret the results on a number line and apply the skills toward solving practical problems.

Students will define the components of a matrix: develop and use the appropriate field properties by adding, subtracting, and multiplying; solve a system of linear equations using matrices; and apply skills toward solving practical problems.

Students will solve equations containing radicals and exponents.

Students will define a function: find the domain, range, zeros; find the inverse of a function; find the value of a function for a given element in its domain; and perform basic operations on functions including composition of functions.

Students will develop a variety of problem-solving strategies (e.g., draw a diagram, look for a pattern, and work backwards).

Students will solve application problems using linear, quadratic and exponential functions with emphasis on data collection and analysis.

Students will use appropriate formulas to solve workplace problems.

Students will solve workplace problems involving perimeter, area, surface area and volume.

Students will establish the relationship between exponential and logarithmic functions; graph related functions and include their domain and range.

Students will solve equations and practical problems involving exponential and logarithmic expressions: include natural and common logarithms; use laws of exponents; and confirm solutions graphically and numerically.

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Subject: Career and Technical Ed

Grade: 8
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 9
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 10
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 11
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Grade: 12
Career Cluster: Education and Training Planning, managing and providing education and training services, and related learning support services.

Subject: Language Arts

Grade: 8
Students take notes and give relevant, appropriate feedback to speakers in formal and informal settings.

Grade: 9
Explaining a speaker's or performer's intent.

Evaluating the accuracy, relevance, and bias of sources.

Students use others' works for models for effective speaking.

Grade: 10
Explaining a speaker's or performer's intent.

Evaluating the accuracy, relevance, and bias of sources.

Students use others' works for models for effective speaking.

Grade: 11
Explaining a speaker's or performer's intent.

Evaluating the accuracy, relevance, and bias of sources.

Students use others' works for models for effective speaking.

Grade: 12
Explaining a speaker's or performer's intent.

Evaluating the accuracy, relevance, and bias of sources.

Students use others' works for models for effective speaking.

Subject: Mathematics

Grade: 8
Students select and use the appropriate methods, tools, and units to solve problems involving angle measure, perimeter, circumference, area (including circles), and volume of rectangular solids.

Students calculate mean, median, mode, and range for data sets and use in a real-world setting appropriate to grade level.