LAC 28:LXXXI.2705. Mathematics

A. Number and Number Relations (N). In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools. N-1-M | Demonstrating that a rational number can be expressed in many forms, and selecting an appropriate form for a given situation (e.g., fractions, decimals, and percents). N-2-M | Demonstrating number sense and estimation skills to describe, order, and compare rational numbers (e.g., magnitude, integers, fractions, decimals, and percents). N-3-M | Reading, writing, representing, and using rational numbers in a variety of forms (e.g., integers, mixed numbers, and improper fractions). N-4-M | Demonstrating a conceptual understanding of the meaning of the basic arithmetic operations (add, subtract, multiply, and divide) and their relationships to each other. N-5-M | Applying an understanding of rational numbers and arithmetic operations to real-life situations. N-6-M | Constructing, using, and explaining procedures to compute and estimate with rational number employing mental math strategies. N-7-M | Selecting and using appropriate computational methods and tools for given situations involving rational numbers (e.g., estimation, or exact computation using mental arithmetic, calculator, computer, or paper and pencil). N-1-H | Demonstrating an understanding of the real number system. N-2-H | Demonstrating that a number can be expressed in many forms, and selecting an appropriate form for a given situation (e.g., fractions, decimals, percents, and scientific notation). N-3-H | Using number sense to estimate and determine if solutions are reasonable. N-4-H | Determining whether an exact or approximate answer is necessary. N-5-H | Selecting and using appropriate computational methods and tools for given situations (e.g., estimation, or exact computation using mental arithmetic, calculator, symbolic manipulator, or paper and pencil). N-6-H | Applying ratios and proportional thinking in a variety of situations (e.g., finding a missing term of a proportion). N-7-H | Justifying reasonableness of solutions and verifying results. B. Algebra (A). In problem-solving investigations, students demonstrate an understanding of concepts and processes that allow them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations. A-1-M | Demonstrating a conceptual understanding of variables, expressions, equations, and inequalities (e.g., symbolically represent real-world problems as linear terms, equations, or inequalities). A-2-M | Modeling and developing methods for solving equations and inequalities (e.g., using charts, graphs, manipulatives, and/or standard algebraic procedures). A-3-M | Representing situations and number patterns with tables, graphs, and verbal and written statements, while exploring the relationships among these representations (e.g., multiple representations for the same situation). A-4-M | Analyzing tables and graphs to identify relationships exhibited by the data and making generalizations based upon these relationships. A-5-M | Demonstrating the connection or algebra to the other strands and to real-life situations. A-1-H | Demonstrating the ability to translate real-world situations (e.g., distance versus time relationships, population growth functions for diseases, growth of minimum wage, auto insurance tables) into algebraic expressions, equations, and inequalities and vice versa. A-2-H | Recognizing the relationship between operations involving real numbers and operations involving algebraic expressions. A-3-H | Using tables and graphs as tools to interpret algebraic expressions, equations, and inequalities. A-4-H | Solving algebraic equations and inequalities using a variety of techniques with the appropriate tools (e.g., hand-held manipulatives, graphing calculator, symbolic manipulator, or pencil and paper). C. Measurement (M). In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurements. M-1-M | Applying the concepts of length, area, surface area, volume capacity, weight, mass, money, time, temperature, and rate to real-world experiences. M-2-M | Demonstrating an intuitive sense of measurement (e.g., estimating and determining reasonableness of measures). M-3-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). M-4-M | Using intuition and estimation skills to describe, order, and compare formal and informal measures (e.g., ordering cup, pint, quart, gallon; comparing a meter to a yard). M-5-M | Converting from one unit of measurement to another within the same system. (Comparisons between systems, customary and metric, should be based on intuitive reference points, not formal computation.) M-6-M | Demonstrating the connection of measurement to the other strands and to real-life situations. M-1-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. M-2-H | Demonstrating an intuitive sense of measurement (e.g., estimating and determining reasonableness of results as related to area, volume, mass, rate, and distance). M-3-H | Estimating, computing, and applying physical measurement using suitable units (e.g., calculate perimeter and area of plane figures, surface area and volume of solids presented in real-world situations). M-4-H | Demonstrating the concept of measurement as it applies to real-world experiences. D. Geometry (G). In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving the one-, two-, and three-dimensional geometry, and justify their findings. G-1-M | Using estimation skills to describe, order, and compare geometric measures. G-2-M | Identifying describing, comparing, constructing, and classifying geometric figures and concepts. G-3-M | Making predictions regarding transformations of geometric figures (e.g., make predictions regarding translations, reflections, and rotations of common figures). G-4-M | Constructing two- and three-dimensional models. G-5-M | Making and testing conjectures about geometric shapes and their properties. G-6-M | Demonstrating an understanding of the coordinate system (e.g., locate points, identify coordinates, and graph points in a coordinate plane to represent real-world situations). G-7-M | Demonstrating the connection of geometry to the other strands and to real-life situations (e.g., applications of the Pythagorean Theorem). G-1-H | Identifying, describing, comparing, constructing, and classifying geometric figures in two and three dimensions using technology where appropriate to explore and make conjectures about geometric concepts and figures. G-2-H | Representing and solving problems using geometric models and the properties of those models (e.g., Pythagorean Theorem of formulas involving radius, diameter, and circumference). G-3-H | Solving problems using coordinate methods, as well as synthetic and transformational methods (e.g., transform on a coordinate plane a design found in real-life situations). G-4-H | Using inductive reasoning to predict, discover, and apply geometric properties and relationships (e.g., patty paper constructions, cum of the angles in a polygon). G-5-H | Classifying figures in terms of congruence and similarity and applying these relationships. G-6-H | Demonstrating deductive reasoning and mathematical justification (e.g., oral explanation, informal proof, and paragraph proof). E. Data, Discrete Math, and Probability (D). In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions. D-3-H | Using simulations to estimate probabilities (e.g., lists and tree diagrams). D-7-H | Making inferences from data that are organized in charts, tables, and graphs (e.g., pictograph; bar, line, or circle graph; stem-and-leaf plot or scatter plot). D-8-H | Using logical thinking procedures, such as flow charts, Venn diagrams, and truth tables. D-9-H | Using discrete math to model real-life situations (e.g., fair games or elections, map coloring). F. Patterns, Relations, and Functions (P). In problem-solving investigations, students demonstrate understanding of patterns, relations, and functions that represent and explain real-world situations. P-1-H | Modeling the concepts of variables, functions, and relations as they occur in the real world and using the appropriate notation and terminology. P-2-H | Translating between tabular, symbolic, or graphic representations of functions. P-3-H | Recognizing behavior of families of elementary functions, such as polynomial, trigonometric, and exponential functions, and, where appropriate, using graphing technologies to represent them. P-4-H | Analyzing the effects of changes in parameters (e.g., coefficients and constants) on the graphs of functions, using technology whenever possible. P-5-H | Analyzing real-world relationships that can be modeled by elementary functions.