MATH LEARNING STANDARDS.The proposed mathematics learning standards Learning Standards is a term used to describe standards applied to education content, particularly in the US K-12 space. The Learning Standards themselves can can be found on the individual web sites for states [1] detail what pupils in the Los Angeles Unified School District The Los Angeles Unified School District (the "LAUSD") is the largest (in terms of number of students) public school system in California and the second-largest in the United States. Only the New York City Department of Education has a larger student population. should be able to accomplish upon completion of grades 3, 7, 9 and 12. Each standard is numbered to make it easier for people to respond. In some cases, the numbers in this final draft do not follow in sequence. L.A. UNIFIED LEARNING STANDARDS: Mathematics 12th GRADE: Upon graduation from the Los Angeles Unified School District, students will be able to: 1. Use operations (addition, subtraction subtraction, fundamental operation of arithmetic; the inverse of addition. If a and b are real numbers (see number), then the number a−b is that number (called the difference) which when added to b (the subtractor) equals , multiplication multiplication, fundamental operation in arithmetic and algebra. Multiplication by a whole number can be interpreted as successive addition. For example, a number N multiplied by 3 is N + N + N. , and division), estimation, mental arithmetic the art or practice of solving arithmetical problems by mental processes, unassisted by written figures. See also: Mental and number sense to solve problems using whole numbers, integers, fractions, decimals, rational numbers and scientific notation scientific notation, means of expressing very large or very small numbers in a compact form that is easy to use in computations. In this notation, any number is expressed as a number between 1 and 10 multiplied by a power of 10 that indicates the correct position of . 2. Use measurement structure of both the U.S. customary and the metric systems metric system, system of weights and measures planned in France and adopted there in 1799; it has since been adopted by most of the technologically developed countries of the world. to determine non-geometric measures (e.g., weight, mass, monetary value, time, and temperature). 3. Solve problems based on algebraic 1. (language) ALGEBRAIC - An early system on MIT's Whirlwind. [CACM 2(5):16 (May 1959)]. 2. (theory) algebraic - In domain theory, a complete partial order is algebraic if every element is the least upper bound of some chain of compact elements. relationships and functions, and explore the relationship between the symbolic mathematical form of a function (expressed in equalities and inequalities) and a two- or three-dimensional graph of that function. 4. Analyze and represent solutions using geometric relationships (e.g. congruency con·gru·en·cy n. pl. con·gru·en·cies Congruence. and similarity), geometric measurement (e.g., perimeter, area, angle measures, volume and capacity, and proportions) and spatial dimensions. 5. Represent problem situations using discrete structures (combinations and permutations) such as patterns, series, sequences, recurrence relationships and finite graphs to determine possible combinations and arrangements. 6. Apply theoretical or experimental probability to effectively represent data to solve problems to make valid, appropriate and useful decisions. 7. Investigate the relationship between mathematical models
8. Summarize data from real-world situations by collecting, organizing and analyzing data; draw statistical inferences Inferential statistics or statistical induction comprises the use of statistics to make inferences concerning some unknown aspect of a population. It is distinguished from descriptive statistics. from charts, tables and graphs. 9. Demonstrate mathematical reasoning by making conjectures This is an incomplete list of mathematical conjectures. They are divided into four sections, according to their status in 2007. See also:
1. eliciting a reaction within an organism. 2. inductive heating a form of radiofrequency hyperthermia that selectively heats muscle, blood and proteinaceous tissue, sparing fat and air-containing tissues. and deductive de·duc·tive adj. 1. Of or based on deduction. 2. Involving or using deduction in reasoning. de·duc ), validating solutions and applying conclusions to various real-world situations. 10. Analyze how inventions, discoveries and events influence the development of mathematical theories This is a list of mathematical theories, by Wikipedia page.
11. Make connections among related mathematical concepts and apply these concepts to other content areas and the world of work. 12. Use mathematical language and concepts to validate and communicate the solutions to given problems in oral, written and graphic form. 9th GRADE: Upon completing Grade Nine in the Los Angeles Unified School District, students will be able to: 15. Add, subtract A relational DBMS operation that generates a third file from all the records in one file that are not in a second file. , multiply and divide using whole numbers, integers, fractions, decimals, rational numbers and scientific notation; continue to use estimation to solve problems and check for reasonableness of results in real-life situations to increase number sense. 16. Use the measurement structure of both the U.S. customary and the metric systems, including basic geometric and non-geometric measures. 17. Identify and use functional relationships; create algebraic algorithms (step-by-step problem solving problem solving Process involved in finding a solution to a problem. Many animals routinely solve problems of locomotion, food finding, and shelter through trial and error. processes); and develop and use tables, graphs and equations to interpret mathematical representations and to describe real-life situations. 18. Apply mathematical patterns and functions to recognize, represent, generalize generalize /gen·er·al·ize/ (-iz) 1. to spread throughout the body, as when local disease becomes systemic. 2. to form a general principle; to reason inductively. , describe and predict solutions to problems; investigate mathematical inequalities; use variables and expressions in equations; and employ a variety of methods to solve problems. 19. Analyze relationships using inductive/deductive reasoning as well as coordinate and transformational geometry to validate formal and informal proofs to solve problems in geometric relationships such as congruency and similarity. 20. Use mathematical problem-solving strategies to analyze patterns, properties and relations of number systems. 21. Develop and apply probability simulations to evaluate information to predict possible outcomes, and to make valid, appropriate and useful decisions. 22. Use various statistical methods to describe, analyze and evaluate data to make valid, appropriate and useful decisions. 23. Employ appropriate current technology (e.g. calculators, graphing calculators Graphing Calculator may refer to:
24. Use a variety of discrete structures such as series, sequences, recurrences, matrices, tree diagrams and networks to find possible combinations and arrangements, make conjectures, validate solutions, analyze the logic of arguments and apply the conclusions to mathematical situations. 25. Analyze the influence that historical events, scientific discoveries and social changes have had and continue to have on the development of mathematical theories. 26. Make connections among mathematical concepts and integrate these concepts into other content areas and in real-life situations. 27. Demonstrate mathematical reasoning, supporting ideas and conclusions with mathematical language and concepts orally, in writing and in graphs. 7th GRADE: Upon completing Grade Seven in the Los Angeles Unified School District, students will be able to: 29. Add, subtract, multiply and divide using whole numbers, integers, primes, factors, multiples, fractions, decimals and rational numbers; demonstrate estimation skills and check the reasonableness of results to continue to develop a sense of numbers. 30. Apply proportional reasoning  This article or section uses first-person or second-person inappropriately or excessively.Please [ edit this article] to use the more expected of an encyclopedia, per Wikipedia's . to examine the relationships among fractions, decimals and percents through simulations involving rates, ratios, proportions and scales. 31. Identify and use functional relationships and create algebraic algorithms (step-by-step problem solving processes); and evaluate the effective use of variables, constants, mathematical exsopression, linear equations, coordinates and scale. 32. Identify, describe, compare and classify geometric figures; apply geometric properties and relationships to solve problems; and use geometric concepts as a means of describing the physical world. 33. Use the U.S. customary and the metric systems to demonstrate the structure and use of measurement systems; and determine and apply relevant measurement systems to solve real-world problems. 34. Represent information using scientific notation, exponents, functions and graphs to solve problems using mathematical patterns representing such concepts as growth and decay. 35. Apply concepts of probability such as chance, fairness, odds and expected values Expected value The weighted average of a probability distribution. Also known as the mean value. to determine probable outcomes and make informed decisions. 36. Apply an appropriate method for computing from among mental arithmetic, paper pencil computations, calculators and computer models. 37. Develop, use and interpret tables and graphs to describe everyday situations; collect, organize and graphically display data; and draw conclusions supported by given data. 38. Employ a variety of discrete structures such as series, sequences, matrices and tree diagrams to find possible combinations and arrangements in a problem situation. 39. Make conjectures and validate solutions using inductive and deductive mathematical reasoning. 40. Examine the number systems of different societies, evaluate why number systems vary and explain why we use the number system we do. 41. Make connections among mathematical concepts and apply these concepts to other content areas and in daily life. 42. Express an understanding of mathematics using oral and written language, graphs and arithmetic symbols. 3rd GRADE: Upon completing Grade Three in the Los Angeles Unified School District, students will be able to: 43. Apply the four basic operations (addition, subtraction, multiplication, and division) using whole numbers; identify and show how these four basisoc operations are related; demonstrate estimation skills and be able to check the reasonableness of results to develop number sense, including place value to the tens and hundreds. 44. Develop and apply strategies to solve problems and explain solutions using manipulative materials, trial and error and role play. 45. Measure length, weight, volume, temperature and time using equipment marked with standard and non-standard units of measurement Units of measurement Values, quantities, or magnitudes in terms of which other such are expressed. Units are grouped into systems, suitable for use in the measurement of physical quantities and in the convenient statement of laws relating physical quantities. . 46. Express the appropriate operation symbols and missing numbers to make a true mathematical sentence. 47. Construct and describe the properties of geometric figures and their relationships such as simple polygons In geometry, a simple polygon is a polygon whose sides do not intersect. They are also called Jordan polygons, because the Jordan curve theorem can be used to prove that such a polygon divides the plane into two regions, the region inside it and the region outside it. , radius, diameter, perimeter, solids and line segments. 48. Analyze or create discrete structures, such as sets, graphs, tables and diagrams; find possible combinations and arrangements involving a limited number of variables. 49. Predict outcomes and perform experiments to check predictions and identify possible and certain mathematical events. 50. Reproduce, extend, create and describe patterns and sequences using a variety of materials; recognize when a pattern exists and use that information to solve a problem. 51. Collect and organize statistical data, use tables to record data and represent data patterns with concrete materials, pictures and bar graphs. 52. Select and use appropriate methods (e.g., mental arithmetic, estimation, paper-and-pencil, calculators and computers) for computing with whole numbers to solve problems. 53. Make reasonable and logical inferences using concrete materials when mathematical problems Mathematical problem may mean two slightly different things, both closely related to mathematical games:
54. Compare the number systems of various societies and explain how these number systems vary from the one we use. 55. Make connections among mathematical concepts and relate them to concepts in other content areas and in daily life. 56. Use oral and written language, drawings and arithmetic symbols tsoo demonstrate an understanding of mathematics. MEMO: In Tuesday's Daily News: Science. Wednesday: History. |
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