|
|
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Meigs County |
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Meigs County Curriculum |
|
High School Mathematics - Foundations II |
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Add/Subtract Whole Numbers
The learner will be able to
calculate the sum and/or difference of whole numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Add/Subtract Whole Numbers |
Application |
Master |
1.5 |
SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Arithmetic, BS-A1: WORK KEYS: Applied Mathematics, Applied Technology |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.9 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Whole Numbers [Software]. |
|
|
Divide Whole Numbers
The learner will be able to
perform division on whole numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Divide Whole Numbers |
Application |
Master |
1.0 |
. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Arithmetic, BS-A1: WORK KEYS: Applied Mathematics, Applied Technology |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Mathematics Level B, Skills Bank Corp., Using Whole Numbers 7: Division [Software]. |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.16 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Multiply/Divide Whole Numbers [Software]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Whole Numbers [Software]. |
|
|
Multiplication: Whole Numbers
The learner will be able to
perform multiplication on whole numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiply Whole Numbers |
Application |
Master |
1.0 |
. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Arithmetic, BS-A1: WORK KEYS: Applied Mathematics, Applied Technology |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Mathematics Level B, Skills Bank Corp., Using Whole Numbers 5: Multiplication [Software]. |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.15 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Multiply/Divide Whole Numbers [Software]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Whole Numbers [Software]. |
|
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Fractions: Operations/Whole/Mixed
The learner will be able to
add, subtract, multiply, and divide with fractions, fractions and whole numbers, fractions and mixed fractions, and mixed fractions and whole numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fractions |
|
Master |
1.0 |
TN: |
Classroom
|
|
Fractions: Converting
The learner will be able to
convert a fraction to a percent and a percent to a fraction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fractions |
Comprehension |
Master |
1.0 |
TN: |
Classroom
|
|
Decimals: Converting
The learner will be able to
convert decimals to fractions and fractions to decimals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Decimals |
|
Master |
1.0 |
TN: |
Classroom
|
|
Decimal Operations
The learner will be able to
add, subtract, multiply, and divide decimal numbers within the context of numerical problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Computing |
Knowledge |
Master |
2.0 |
TN: |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Multiply/Divide Decimals [Software]. |
|
|
Percents: Convert to Decimals
The learner will be able to
convert from a percent to decimal representation of a number.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Percent Representations |
Knowledge |
Master |
1.0 |
TN: . |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Mathematics Level C, Skills Bank Corp., Using Fractions and Percents 6: Percent of a Numbe [Software]. |
|
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Percents: Notation
The learner will be able to
express a decimal number as a percent.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Percent Representations |
Comprehension |
Master |
1.0 |
TN: |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Mathematics Level C, Skills Bank Corp., Using Fractions and Percents 6: Percent of a Numbe [Software]. |
|
|
Problem Solving: Discount
The learner will be able to
calculate the amount of a discount.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Comprehension |
Master |
1.0 |
TN: |
Classroom
|
|
Number Size: Rational/Irrational
The learner will be able to
illustrate an understanding of the relative size of rational and irrational numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Size |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.1 [Textbook]. |
|
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Number Systems: Real
The learner will be able to
illustrate a comprehension of the subsets, elements, properties, and operations of the real number system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| numbers |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.17-19 [Textbook]. |
|
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Number Forms: Notation
The learner will be able to
apply mathematical notations appropriately.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Forms |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 |
Classroom
|
|
Number Theory Concepts: Apply
The learner will be able to
use number theory concepts in mathematical problem scenarios.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Theory |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 |
Classroom
|
|
Number Theory: Problem Solving
The learner will be able to
use number theory concepts to solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Theory |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Ratio/Proportion: Problem Solving
The learner will be able to
obtain problem solutions through the use of ratios and/or proportions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ratio/Proportion |
Application |
Master |
2.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.10, #12 week tested: 32. |
Classroom
|
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Number Forms: Representing/Real-World
The learner will be able to
use real numbers to illustrate real-world applications.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Forms: Representing |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 |
Classroom
|
|
Pattern: Spatial/Identify/Continue/Make
The learner will be able to
identify, continue, and/or make spatial patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Identify/Describe/Continue |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Patterns: Study/Algebra/Geometry
The learner will be able to
study mathematical patterns associated with algebra and geometry in real-world problem solving situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Problem Solving |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Mathematics, BS-M2: WORK KEYS: Applied Mathematics, Applied Technology.; |
Classroom
|
|
Pattern: Create/Numbers
The learner will be able to
create patterns using numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Number |
Synthesis |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Pattern: Identify
The learner will be able to
identify number patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Number |
Knowledge |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Number Sentences [Software]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Number Theory [Software]. |
|
|
Pattern: Extend
The learner will be able to
extend patterns of numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Number |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Number Sentences [Software]. |
|
|
Pattern: Geometric/Identify
The learner will be able to
identify geometric patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Geometric |
Knowledge |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Number Sentences [Software]. |
|
|
Pattern: Extend
The learner will be able to
extend and make geometric patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Geometric |
Application |
Master |
2.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Number Sentences [Software]. |
|
|
Estimation Strategies: Predicting
The learner will be able to
apply estimation strategies to forecast computational results.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Estimation Strategies |
Application |
Master |
2.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Arithmetic, BS-A3: WORK KEYS: Applied Mathematics, Applied Technology.; |
Classroom
|
|
Number Lines: Find Points
The learner will be able to
find points between -10 and 10 using a number line.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Lines |
Comprehension |
Master |
1.0 |
TN: |
Classroom
|
|
Graphs: Draw/Interpret
The learner will be able to
draw and/or interpret graphs which model real-world phenomena.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
|
Master |
4.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Arithmetic, BS-A4: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading, Writing. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Data Interpretation [Software]. |
|
|
Graphing: Apply Technology
The learner will be able to
apply suitable technology to represent and/or study data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
|
Master |
3.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Addition/Subtraction Integers
The learner will be able to
add and subtract integer numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Add/Subtract Integers |
Knowledge |
Master |
2.0 |
TN: . |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Integers [Software]. |
|
|
Divide Integers
The learner will be able to
divide integers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Divide Integers |
Knowledge |
Master |
2.0 |
TN: |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Integers [Software]. |
|
|
Multiply Integers
The learner will be able to
multiply integers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiply Integers |
Knowledge |
Master |
1.0 |
TN: |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Integers [Software]. |
|
|
Pythagorean Theorem: Problem Solving
The learner will be able to
use the Pythagorean Theorem in obtaining problem solutions with and/or without suitable use of calculators.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pythagorean Theorem |
|
Master |
2.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 23 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Inductive Reasoning: Conjecture
The learner will be able to
apply techniques of inductive reasoning to formulate a conjecture.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reasoning |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 23 |
Classroom
|
|
Problem Solving: Properties/Formulas
The learner will be able to
use geometric relationships, properties, and formulas to obtain solutions to real-world problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
3.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 23 |
Classroom
|
|
Problem Solving: Applying Concepts
The learner will be able to
apply learned geometry concepts in solving problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Congruence/Similarity: Relationships
The learner will be able to
study relationships among corresponding parts of similar or congruent figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Congruence/Similarity/Symmetry |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 23 |
Classroom
|
|
Transformations: Understanding
The learner will be able to
illustrate an understanding of transformations of figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transformations |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 23 |
Classroom
|
|
Spatial Thinking: Describe Position
The learner will be able to
describe position using spatial sense with two-dimensional coordinate systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spatial Thinking |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 23 |
Classroom
|
|
Polygons: Identify/Describe
The learner will be able to
recognize and/or describe the properties of various polygons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Polygons |
Knowledge |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 23 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Polygons: Name
The learner will be able to
name the properties of various polygons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Polygons |
Knowledge |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 23 |
Classroom
|
|
Polygons: Study
The learner will be able to
study the properties of various polygons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Polygons |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 23 |
Classroom
|
|
Congruency: Identify Properties
The learner will be able to
identify properties that determine congruence from given illustrations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Congruence |
Knowledge |
Master |
1.0 |
TN: . |
Classroom
|
|
Triangles: Congruence
The learner will be able to
determine if given triangles are congruent.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Triangles |
Analysis |
Master |
1.5 |
TN: . |
Classroom
|
|
Triangles: Identify Corresponding Parts
The learner will be able to
identify corresponding triangle parts from given illustrations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Triangles |
Knowledge |
Master |
1.0 |
TN: |
Classroom
|
|
Triangles: Similar
The learner will be able to
identify similar triangles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Triangles |
Knowledge |
Master |
1.0 |
TN: |
Classroom
|
|
Problem Solving: Real-World
The learner will be able to
apply the ideas of length, area, surface area, and volume to approximate and solve real-world problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Problem Solving: Algebraic
The learner will be able to
use measurement ideas and relationships in algebraic problem-solving scenarios.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, CHAPTER 15 [Textbook]. |
|
|
Problem Solving: Geometric
The learner will be able to
use measurement ideas and relationships in geometric problem-solving situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Area of a Circle: Calculate
The learner will be able to
calculate the area of a circle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Area of a Circle |
Comprehension |
Master |
1.0 |
TN: |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Measurement [Software]. |
|
|
Area of a Polygon: Formula
The learner will be able to
calculate the area of a polygon using the correct formula.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Area |
Comprehension |
Master |
1.0 |
TN: |
Classroom
|
|
Circumference: Formula
The learner will be able to
calculate the circumference of a circle using the correct formula.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circumference |
Comprehension |
Master |
1.0 |
TN: |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Measurement [Software]. |
|
|
Money: Calculate Commission
The learner will be able to
calculate commission.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Money |
Comprehension |
Master |
1.0 |
TN: |
Classroom
|
|
Money: Calculate Interest
The learner will be able to
calculate interest.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Money |
Comprehension |
Master |
1.0 |
TN: |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.224 [Textbook]. |
|
|
Money: Unit Cost
The learner will be able to
determine unit cost.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Money |
Application |
Master |
1.5 |
TN: |
Classroom
|
|
Perimeter: Polygons
The learner will be able to
find the perimeter of polygons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Perimeter |
Comprehension |
Master |
1.0 |
TN: |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Measurement [Software]. |
|
|
Measurement: Estimation/Computation
The learner will be able to
describe the concepts and methods applied in estimation, measurement, and computation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measurement: Estimation |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 |
Classroom
|
|
Accuracy: Select Methods/Tools
The learner will be able to
select suitable methods and tools to measure quantities in order to meet specifications for accuracy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Accuracy |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Problem Solving: Application
The learner will be able to
use the ideas of probability and statistics in many different problem solving contexts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Probability/Statistics [Software]. |
|
|
Graphing: Select/Create/Study
The learner will be able to
select, create, and study suitable graphical illustrations for a set of data including pie charts, histograms, stem and leaf plots, scatterplots and/or box and whisker plots.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Central Tendency: Interpret
The learner will be able to
interpret a group of data applying the appropriate measure of central tendency.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measures of Central Tendency |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Theoretical/Experimental Probability
The learner will be able to
use theoretical and experimental probability to study the likelihood of an event.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Theoretical Probability |
Application |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Mathematics, BS-M4: WORK KEYS: Applied Mathematics, Applied Technology, Observation. |
Classroom
|
|
Counting Principle: Technology
The learner will be able to
use the counting principles of permutations and combinations applying suitable technology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Counting Methods |
Application |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 23 |
Classroom
|
|
Data Analysis: Interpret/Dispersion
The learner will be able to
interpret data using the appropriate measure of dispersion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Analysis |
Analysis |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Simulations: Approximate Probability
The learner will be able to
approximate probability using simulations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Event Simulation |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Data Management: Technology
The learner will be able to
use suitable technology to collect data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Management |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Data Analysis: Interpret
The learner will be able to
identify, compare and calculate in order to interpret graphs, tables, scales, and charts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Analysis |
|
Master |
1.0 |
TN: SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Arithmetic, BS-A4: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading, Writing. |
Classroom
|
|
Mean/Median/Mode: Determine
The learner will be able to
determine the mean, median, or mode from a given one- or two-digit whole number problem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Average/Median/Mode/Range |
Application |
Master |
1.0 |
TN: |
Classroom
|
|
Statistical Analysis: Use/Misuse
The learner will be able to
study the validity of statistical conclusions and the use and misuse of data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Statistical Analysis |
Analysis |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Mathematics, BS-M4: WORK KEYS: Applied Mathematics, Applied Technology, Observation. |
Classroom
|
|
Investigations: Individual/Groups
The learner will be able to
explore problems individually or in cooperative groups.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Mathematics, BS-M1: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Observation |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, CHAPTER 15 [Textbook]. |
|
|
Solution: Reasonableness
The learner will be able to
evaluate the reasonableness of a given solution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solution |
Evaluation |
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21, p. 22 |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, CHAPTER 15 [Textbook]. |
|
|
|
Real Numbers and the Coordinate Plane
|
Real Numbers: Choose/Use
The learner will be able to
choose and use an appropriate strategy for computing with real numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 |
Classroom
|
|
Real Numbers: Connect
The learner will be able to
connect concrete, graphical, verbal, and symbolic illustrations of real numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real Numbers |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Mathematics, BS-M3: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Writing |
Classroom
|
|
Coordinate Plane: Four Quadrants
The learner will be able to
find points corresponding to ordered pairs and vice-versa in all four quadrants of the coordinate plane.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Coordinate Geometry |
Comprehension |
Master |
1.0 |
TN: |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.138-142 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Coordinate Plane: Name Points
The learner will be able to
give a name to an ordered number pair in the coordinate plane.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Coordinate Geometry |
Application |
Master |
1.0 |
TN: |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.138-142 [Textbook]. |
|
|
Coordinate Plane: Quadrants
The learner will be able to
identify the 4 quadrants of the coordinate plane.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Coordinate Geometry |
Knowledge |
Master |
0.5 |
TN: |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.138-142 [Textbook]. |
|
|
Problem Solving: Technology
The learner will be able to
appropriately use technology to solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 |
Classroom
|
|
Computation: One-Step
The learner will be able to
solve single-step problems where whole, fraction, and decimal numbers are involved.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Computation |
|
Master |
2.0 |
TN: . |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.55-58 [Textbook]. |
|
|
Computation: Two-Step
The learner will be able to
solve two-step problems where whole, fraction, and decimal numbers are involved.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Computation |
|
Master |
2.0 |
TN: |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.59-61 [Textbook]. |
|
|
Equation: solve One/Two Step
The learner will be able to
obtain solutions to one- and two-step equations using whole numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solve Equations |
Application |
Master |
1.0 |
TN: Gateway Test, 1999, Algebra I, Std. 3,State Level 1 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, CHAPTER 5 [Textbook]. |
|
|
Exponents: Identify/Expanded Form
The learner will be able to
identify numbers in expanded form applying exponents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Knowledge |
Master |
1.0 |
TN: |
Classroom
|
|
Order of Operations: Evaluate/Exponent
The learner will be able to
evaluate expressions applying order of operations with and without exponents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Order of Operations |
Application |
Master |
1.0 |
TN: |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.17 [Textbook]. |
|
|
Properties: Identify/Apply
The learner will be able to
identify the associative, commutative, and distributive number properties and apply them in evaluating number sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties |
Application |
Master |
1.0 |
TN: . |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.3-8 [Textbook]. |
|
|
expressions: Operations/Justify
The learner will be able to
perform operations on simple expressions, and informally justify the procedures selected.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expressions |
|
Master |
2.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 TN: Gateway Test, 1999, Algebra I, Std. 2,2.3 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.3-8 [Textbook]. |
|
|
Algebraic Concepts: Measure/Approximate
The learner will be able to
obtain solutions to problems in measurement and approximation using algebraic thought processes and symbolism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Algebraic Concepts |
|
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Absolute Value: Connect
The learner will be able to
connect concrete, graphical, oral, and symbolic illustrations of absolute value.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Absolute Value |
Comprehension |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 |
Classroom
|
|
Operations: Division/Zero
The learner will be able to
illustrate an understanding of division with zero.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations: Division |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 |
Classroom
|
|
Inverse: Explain/Illustrate
The learner will be able to
informally explain and illustrate the concept of inverse.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inverse Operations |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 |
Classroom
|
|
Inverse Operations: Describing
The learner will be able to
describe the inverse operations of addition/subtraction and multiplication/division.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inverse Operations |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Number Sentences [Software]. |
|
|
Inverse Operations: Model
The learner will be able to
model inverse operations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inverse Operations |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 |
Classroom
|
|
Inverse Operations: Use
The learner will be able to
use inverse operations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inverse Operations |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 21 |
Classroom
|
|
Algebraic Concepts: Interpret
The learner will be able to
interpret the outcomes of algebraic procedures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Algebraic Concepts |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Rates: Understand
The learner will be able to
illustrate an understanding of rates and various derived and indirect measurements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rates |
Application |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
|
Variable: Describe
The learner will be able to
describe the definition of a variable in an expression, equation, and inequality.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Variable |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, P.1 [Textbook]. |
|
|
Variable: Expression/Equation
The learner will be able to
use the concept of variable to simplify expressions and obtain solutions to equations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Variable |
Application |
Master |
2.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, CHAPTER 5 [Textbook]. |
|
|
Variables: Solve Inequalities
The learner will be able to
apply the idea of a variable in obtaining solutions to inequalities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Variable |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Foundations II, p. 22 |
Classroom
|
| |
Instructional Resources |
| |
| · |
ALGEBRA: A TRADITIONAL APPROACH..., DAVIS-GORHAM PRESS, 1994, CHAPTER 6 [Textbook]. |
|
|
|
