Professional Documents
Culture Documents
SCCCR Algebra 1
SCCCR Foundations in Algebra
SCCCR Intermediate Algebra
SCCCR Algebra 2
SCCCR Geometry
SCCCR Probability and Statistics
SCCCR Pre-Calculus
SCCCR Calculus
Standards denoted by an asterisk (*) are SCCCR Graduation Standards, a subset of the SCCCR Content
Standards for Mathematics that specify the mathematics high school students should know and be able to do in
order to be both college- and career-ready. All SCCCR Graduation Standards are supported and extended by
the SCCCR Content Standards for Mathematics. The course sequences students follow in high school should
be aligned with their intended career paths that will either lead directly to the workforce or further education in
post-secondary institutions. Selected course sequences will provide students with the opportunity to learn all
SCCCR Graduation Standards as appropriate for their intended career paths.
In each of the SCCCR high school mathematics courses, students build on their earlier work as they expand
their mathematical content knowledge and procedural skill through new mathematical experiences. Further,
students deepen their mathematical knowledge and gain insight into the relevance of mathematics to other
disciplines by applying their content knowledge and procedural skill in a variety of contexts. By expanding and
deepening the conceptual understanding of mathematics, these high school courses prepare students for college
and career readiness.
Manipulatives and technology are integral to the development of conceptual understanding in all high school
mathematics courses. Using a variety of concrete materials and technological tools enables students to explore
connections, make conjectures, formulate generalizations, draw conclusions, and discover new mathematical
ideas by providing platforms for interacting with multiple representations. Students should use a variety of
technologies, such as graphing utilities, spreadsheets, computer algebra systems, dynamic geometry software,
and statistical packages, to solve problems and master standards.
Page 69
Page 70
Page 87
Page 88
Page 89
3. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others.
a. Construct and justify a solution to a problem.
b. Compare and discuss the validity of various reasoning strategies.
c. Make conjectures and explore their validity.
d. Reflect on and provide thoughtful responses to the reasoning of others.
4. Connect mathematical ideas and real-world situations through modeling.
a. Identify relevant quantities and develop a model to describe their relationships.
b. Interpret mathematical models in the context of the situation.
c. Make assumptions and estimates to simplify complicated situations.
d. Evaluate the reasonableness of a model and refine if necessary.
5. Use a variety of mathematical tools effectively and strategically.
a. Select and use appropriate tools when solving a mathematical problem.
b. Use technological tools and other external mathematical resources to explore and deepen
understanding of concepts.
6. Communicate mathematically and approach mathematical situations with precision.
a. Express numerical answers with the degree of precision appropriate for the context of a situation.
b. Represent numbers in an appropriate form according to the context of the situation.
c. Use appropriate and precise mathematical language.
d. Use appropriate units, scales, and labels.
7. Identify and utilize structure and patterns.
a. Recognize complex mathematical objects as being composed of more than one simple object.
b. Recognize mathematical repetition in order to make generalizations.
c. Look for structures to interpret meaning and develop solution strategies.
Page 90
Creating Equations
Arithmetic with
Polynomials and
Rational Expressions
Key
Concepts
Page 91
Building
Functions
Interpreting Functions
A1.AREI.6*
Page 92
A1.FIF.4*
A1.FIF.5*
A1.FIF.6*
A1.FIF.7*
A1.FIF.8*
A1.FIF.9*
Interpret key features of a function that models the relationship between two
quantities when given in graphical or tabular form. Sketch the graph of a function
from a verbal description showing key features. Key features include intercepts;
intervals where the function is increasing, decreasing, constant, positive, or
negative; relative maximums and minimums; symmetries; end behavior and
periodicity. (Limit to linear; quadratic; exponential.)
Relate the domain and range of a function to its graph and, where applicable, to the
quantitative relationship it describes. (Limit to linear; quadratic; exponential.)
Given a function in graphical, symbolic, or tabular form, determine the average rate
of change of the function over a specified interval. Interpret the meaning of the
average rate of change in a given context. (Limit to linear; quadratic; exponential.)
Graph functions from their symbolic representations. Indicate key features
including intercepts; intervals where the function is increasing, decreasing, positive,
or negative; relative maximums and minimums; symmetries; end behavior and
periodicity. Graph simple cases by hand and use technology for complicated cases.
(Limit to linear; quadratic; exponential only in the form = + .)
Translate between different but equivalent forms of a function equation to reveal
and explain different properties of the function. (Limit to linear; quadratic;
exponential.) (Note: A1.FIF.8a is not a Graduation Standard.)
a. Use the process of factoring and completing the square in a quadratic
function to show zeros, extreme values, and symmetry of the graph, and
interpret these in terms of a context.
Compare properties of two functions given in different representations such as
algebraic, graphical, tabular, or verbal. (Limit to linear; quadratic; exponential.)
Page 93
Quantities
Real Number
System
Interpreting Data
Page 94