Standards - Mathematics

MA19.6.11d

Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane, including finding distances between points with the same first or second coordinate.

MA19.6.12

Explain the meaning of absolute value and determine the absolute value of rational numbers in real-world contexts.

Unpacked Content

Knowledge

Students know:
  • The meaning of absolute value and determine the absolute value of rational numbers in real-world contexts.

Skills

Students are able to:
  • Understand that the absolute value of a number is the distance from zero in mathematical and real-world situations.

Understanding

Students understand that:
  • the absolute value of a number is its distance from zero.

Vocabulary

  • Absolute value
  • Inequality

MA19.6.13

Compare and order rational numbers and absolute value of rational numbers with and without a number line in order to solve real-world and mathematical problems.

Unpacked Content

Knowledge

Students know:
  • How to use and interpret inequality notation with rational numbers and absolute value.
  • Strategies for comparing and ordering rational numbers and the absolute value of rational numbers with and without a number line in order to solve real-world and mathematical problems.

Skills

Students are able to:
  • Use mathematical language to communicate the relationship between verbal representations of inequalities and the related number line and algebraic models.
  • Distinguish comparisons of the absolute value of positive and negative rational numbers from statements about order.
  • Use number line models to explain absolute value concepts in order to solve real-world and mathematical problems.

Understanding

Students understand that:
  • The absolute value of a number is its distance from zero on a number line regardless of direction,
  • When using number lines to compare quantities those to the left are less than those to the right.

Vocabulary

  • Absolute Value
  • Inequalities

MA19.6.14

Write, evaluate, and compare expressions involving whole number exponents.

Unpacked Content

Knowledge

Students know:
  • Conventions of exponential notation.
  • Factorization strategies for whole numbers.

Skills

Students are able to:
  • Use factorization strategies to write equivalent expressions involving exponents.
  • Accurately find products for repeated multiplication of the same factor in evaluating exponential expressions.

Understanding

Students understand that:
  • The use of exponents is an efficient way to write numbers as repeated multiplication of the same factor and this form reveals features of the number that may not be apparent in multiplied out form, (showing the prime factorization of two numbers with exponents helps determine how many of each factor).

Vocabulary

  • Numerical expression
  • Exponent

MA19.6.15

Write, read, and evaluate expressions in which letters represent numbers in real-world contexts.

Unpacked Content

Knowledge

Students know:
  • Correct usage of mathematical symbolism to model the terms sum, term, product, factor, quotient, variable, difference, constant, and coefficient when they appear in verbally stated contexts.
  • Conventions for order of operations.
  • Convention of using juxtaposition (5A or xy) to indicate multiplication.

Skills

Students are able to:
  • Translate fluently between verbally stated situations and algebraic models of the situation.
  • Use operations (addition, subtraction, multiplication, division, and exponentiation) fluently with the conventions of parentheses and order of operations to evaluate expressions for specific values of variables in expressions.
  • Use terminology related to algebraic expressions such as sum, term, product, factor, quotient, or coefficient, to communicate the meanings of the expression and the parts of the expression.

Understanding

Students understand that:
  • The structure of mathematics allows for terminology and techniques used with numerical expressions to be used in an analogous way with algebraic expressions, (the sum of 3 and 4 is written as 3 + 4, so the sum of 3 and y is written as 3 + y).
  • When language is ambiguous about the meaning of a mathematical expression grouping, symbols and order of operations conventions are used to communicate the meaning clearly.
  • Moving fluently among representations of mathematical situations (words, numbers, symbols, etc.), as needed for a given situation, allows a user of mathematics to make sense of the situation and choose appropriate and efficient paths to solutions.

Vocabulary

  • Expressions
  • Term
  • Coefficient
  • Sum
  • Product
  • Factor
  • Quotient
  • Variable
  • Constant
  • Difference
  • Evaluate
  • Order of Operations
  • Exponent
  • Absolute Value

MA19.6.15c

Identify parts of an expression using mathematical terms such as sum, term, product, factor, quotient, and coefficient.

MA19.6.15d

Evaluate expressions (which may include absolute value and whole number exponents) with respect to order of operations.

MA19.6.16

Generate equivalent algebraic expressions using the properties of operations, including inverse, identity, commutative, associative, and distributive.

Unpacked Content

Knowledge

Students know:
  • the properties of operations, including inverse, identity, commutative, associative, and distributive and their appropriate application to be able to generate equivalent algebraic expressions.

Skills

Students are able to:
  • Accurately use the properties of operations on algebraic expressions to produce equivalent expressions useful in a problem solving context.

Understanding

Students understand that:
  • The properties of operations used with numerical expressions are valid to use with algebraic expressions and allow for alternate but still equivalent forms of expressions for use in problem solving situations.

Vocabulary

  • Properties of operations
  • Distributive property
  • Inverse property
  • Identity property
  • Commutative property
  • Associative property
  • Equivalent algebraic expressions

MA19.6.17

Determine whether two expressions are equivalent and justify the reasoning.

Unpacked Content

Knowledge

Students know:
  • The properties of operations, including inverse, identity, commutative, associative, and distributive and their appropriate application to be able to determine whether two expressions are equivalent.
  • Conventions of order of operations.

Skills

Students are able to:
  • Accurately use the properties of operations to produce equivalent forms of an algebraic expression when interpreting mathematical and contextual situations.
  • Use mathematical reasoning to communicate the relationships between equivalent algebraic expressions.

Understanding

Students understand that:
  • Manipulation of expressions via properties of the operations verifies mathematically that two expressions are equivalent.
  • Reasoning about the context from which expressions arise allows for interpretation and meaning to be placed on each of the expressions and their equivalence.

Vocabulary

  • Equivalent
  • Expressions

MA19.6.18

Determine whether a value is a solution to an equation or inequality by using substitution to conclude whether a given value makes the equation or inequality true.

Unpacked Content

Knowledge

Students know:
  • Conventions of order of operations.
  • The solution is the value of the variable that will make the equation or inequality true.
  • That using various processes to identify the value(s) that when substituted for the variable will make the equation true.

Skills

Students are able to:
  • Substitute specific values into algebraic equation or inequality and accurately perform operations of addition, subtraction, multiplication, division and exponentiation using order of operation.

Understanding

Students understand that:
  • Solving an equation or inequality means finding the value or values (if any) that make the mathematical sentence true.
  • The solution to an inequality is often a range of values rather than a specific value.

Vocabulary

  • Substitution
  • Equation
  • Inequality

MA19.6.19

Write and solve an equation in the form of x+p=q or px=q for cases in which p, q, and x are all non-negative rational numbers to solve real-world and mathematical problems.

Unpacked Content

Knowledge

Students know:
  • Correct translation between verbally stated situations and mathematical symbols and notation.
  • How to write and solve a simple equation using non-negative rational numbers to solve mathematical and real-world problems.

Skills

Students are able to:
  • Translate fluently between verbally stated situations and algebraic models of the situation.
  • Use inverse operations and properties of equality to produce solutions to equations of the forms x + p = q or px = q.
  • Use logical reasoning and properties of equality to justify solutions, reasonableness of solutions, and solution paths.

Understanding

Students understand that:
  • Variables may be unknown values that we wish to find.
  • The solution to the equation is a value for the variable which, when substituted into the original equation, results in a true mathematical statement.
  • A symbolic representation of relevant features of a real-world problem can provide for resolution of the problem and interpretation of the situation.
  • The structure of mathematics present in the properties of the operations and equality can be used to maintain equality while rearranging equations, as well as justify steps in the solutions of equations.

Vocabulary

  • Variable
  • Equation
  • Non-negative rational numbers

MA19.6.20

Write and solve inequalities in the form of $x > c$, $x < c$, $x ge c$, or $x le c$ to represent a constraint or condition in a real-world or mathematical problem.

Unpacked Content

Knowledge

Students know:
  • Correct translation between verbally stated situations and mathematical symbols and notation,
  • Many real-world situations are represented by inequalities,
  • The number line represents inequalities from various contextual and mathematical situations.

Skills

Students are able to:
  • Translate fluently among verbally stated inequality situations, algebraic models of the situation ( x > c or x

Understanding

Students understand that:
  • Inequalities have infinitely many solutions.
  • A symbolic or visual representation of relevant features of a real-world problem can provide for resolution of the problem and interpretation of the situation.

Vocabulary

  • Inequalities
  • Constraint
  • Infinitely many solutions

MA19.6.20b

Represent the solutions of inequalities on a number line and explain that the solution set may contain infinitely many solutions.

MA19.6.21

Identify, represent, and analyze two quantities that change in relationship to one another in real-world or mathematical situations.

Unpacked Content

Knowledge

Students know:
  • Roles of dependent and independent variables.
  • Correct translation between verbally stated situations and mathematical symbols and notation.

Skills

Students are able to:
  • Represent real-world problems involving two quantities that change in relationship to one another using equations, graphs, and tables,
  • Use mathematical vocabulary to explain connections among representations of function contexts.
  • Analyze and interpret the relationship between the independent and the dependent variable in a given situation.

Understanding

Students understand that:
  • Equations with two variables represent mathematical relationships in which the value of the dependent variable varies with changes in the independent variable.
  • A symbolic or visual representation of relevant features of a real-world problem can aid in interpretation of the situation.
  • Translating between language, a table, an equation, or a graph represents the same relationship and provides a different perspective on the function.

Vocabulary

  • Dependent variables
  • Independent variables
  • Equations

MA19.6.21a

Use tables, graphs, and equations to represent the relationship between independent and dependent variables.

MA19.6.22

Write examples and non-examples of statistical questions, explaining that a statistical question anticipates variability in the data related to the question.

Unpacked Content

Knowledge

Students know:
  • Characteristics of statistical and non-statistical questions.

Skills

Students are able to:
  • Justify the classification of mathematical questions as statistical or non-statistical questions.

Understanding

Students understand that:
  • Statistical questions have anticipated variability in the answers.
  • Data are the numbers produced in response to a statistical question.

Vocabulary

  • Statistical questions
  • Variability

MA19.6.23

Calculate, interpret, and compare measures of center (mean, median, mode) and variability (range and interquartile range) in real-world data sets.

Unpacked Content

Knowledge

Students know:
  • Measures of center and how they are affected by the data distribution and context.
  • Measures of variability and how they are affected by the data distribution and context.
  • Methods of determining mean, median, mode, interquartile range, and range.

Skills

Students are able to:
  • Describe the nature of the attribute under investigation including how it was measured and its unit of measure using the context in which the data were collected.
  • Determine measures of center and variability for a set of numerical data.
  • Use characteristics of measures of center and variability to justify choices for summarizing and describing data.

Understanding

Students understand that:
  • Measures of center for a set of data summarize the values in the set in a single number and are affected by the distribution of the data.
  • Measures of variability for a set of data describe how the values vary in a single number and are affected by the distribution of the data.

Vocabulary

  • Data distribution
  • Measures of center
  • Measures of variability
  • Mean
  • Median
  • Mode
  • Interquartile range
  • Range

MA19.6.24

Represent numerical data graphically, using dot plots, line plots, histograms, stem and leaf plots, and box plots.

Unpacked Content

Knowledge

Students know:
  • How to use graphical representations of real-world data to describe context, center, spread and shape from which they were collected.
  • Techniques for constructing line plots, stem and leaf plots, dot plots, histograms, and box plots.

Skills

Students are able to:
  • Organize and display data using dot plots, line plots, stem and leaf plots, histograms, and box plots.
  • Describe the nature of the attribute under investigation including how it was measured and its unit of measure using the context in which the data were collected.
  • Describe the shape of numerical data distribution including patterns and extreme values.
  • Use graphical representations of real-world data to describe and summarize the context from which they were collected.

Understanding

Students understand that:
  • Sets of data can be organized and displayed in a variety of ways, each of which provides unique perspectives of the data set.
  • Data displays help in conceptualizing ideas and in solving problems.
  • The overall shape and other significant features of a set of data, (e.g., gaps, peaks, clusters and extreme values) are important in summarizing numerical data sets.

Vocabulary

  • Dot plots
  • Histograms
  • Box plots
  • Stem and leaf plots
  • Line plots
  • Extreme values
  • Outliers
  • Gaps
  • Clusters
  • Symmetric
  • Skewed
  • Center
  • Spread
  • peaks
  • 5 number summary
  • Minimum
  • Maximum
  • Median
  • lower quartile
  • Upper quartile

MA19.6.24a

Analyze the graphical representation of data by describing the center, spread, shape (including approximately symmetric or skewed), and unusual features (including gaps, peaks, clusters, and extreme values).

MA19.6.25

Graph polygons in the coordinate plane given coordinates of the vertices to solve real-world and mathematical problems.

Unpacked Content

Knowledge

Students know:
  • Terminology associated with coordinate systems.
  • Correct construction of coordinate systems.

Skills

Students are able to:
  • Graph points corresponding to ordered pairs.
  • Represent real-world and mathematical problems on a coordinate plane.
  • Interpret coordinate values of points in the context of real-world and mathematical situations.
  • Determine lengths of line segments on a coordinate plane when the line segment joins points with the same first coordinate or the same second coordinate.

Understanding

Students understand that:
  • A variety of representations such as diagrams, number lines, charts, and graphs can be used to illustrate mathematical situations and relationships.
  • These representations help in conceptualizing ideas and in solving problems.
  • Distances on lines parallel to the axes on a coordinate plane are the same as the related distance on the axis (number line).

Vocabulary

  • Polygon
  • Coordinate plane
  • Vertices
  • X-coordinate
  • Y-coordinate

MA19.6.25a

Determine missing vertices of a rectangle with the same x-coordinate or the same y-coordinate when graphed in the coordinate plane.

MA19.6.25b

Use coordinates to find the length of a side between points having the same x-coordinate or the same y- coordinate.

MA19.6.25c

Calculate perimeter and area of a polygon graphed in the coordinate plane (limiting to polygons in which consecutive vertices have the same x-coordinate or the same y-coordinate).

MA19.6.26

Calculate the area of triangles, special quadrilaterals, and other polygons by composing and decomposing them into known shapes.

Unpacked Content

Knowledge

Students know:
  • Appropriate units for measuring area: square inches, square units, square feet, etc..
  • Strategies for composing and decomposing shapes to find area.

Skills

Students are able to:
  • Communicate the relationship between models of area and the associated real-world mathematical problems.
  • Use logical reasoning to choose and apply strategies for finding area by composing and decomposing shapes.
  • Accurately compute area of rectangles using multiplication and the formula.

Understanding

Students understand that:
  • The area of a figure is measured by the number of same-size unit squares that exactly cover the interior space of the figure.
  • Shapes can be composed and decomposed into shapes with related properties,
  • Area is additive.

Vocabulary

  • Right triangles
  • Special quadrilaterals
  • Polygons
  • Area
  • Decompose
  • Compose

MA19.6.26a

Apply the techniques of composing and decomposing polygons to find area in the context of solving real-world and mathematical problems.

MA19.6.27

Determine the surface area of three-dimensional figures by representing them with nets composed of rectangles and triangles to solve real-world and mathematical problems.

Unpacked Content

Knowledge

Students know:
  • Measurable attributes of objects, specifically area and surface area.
  • Strategies for representing the surface area of a 3-D shape as a 2-D net.

Skills

Students are able to:
  • Communicate the relationships between rectangular models of area and multiplication problems.
  • Model the surface area of 3-D shapes using 2-D nets.
  • Accurately measure and compute area of triangles and rectangles.
  • Strategically and fluently choose and apply strategies for finding surface areas of 3-D figures.

Understanding

Students understand that:
  • Area is additive.
  • Surface area of a 3-D shape is represented by the sum of the areas of the faces of the object.
  • Models represent measurable attributes of objects and help to solve problems.

Vocabulary

  • Nets
  • Surface area
  • Rectangular prism
  • Triangular prism
  • Square pyramid
  • Rectangular pyramid
  • Triangular pyramid

MA19.6.28

Apply previous understanding of volume of right rectangular prisms to those with fractional edge lengths to solve real-world and mathematical problems.

Unpacked Content

Knowledge

Students know:
  • Measurable attributes of objects, specifically volume.
  • Units of measurement, specifically unit cubes.
  • Relationships between unit cubes and corresponding cubes with unit fraction edge lengths.
  • Strategies for determining volume.
  • Strategies for finding products of fractions.

Skills

Students are able to:
  • Communicate the relationships between rectangular models of volume and multiplication problems.
  • Model the volume of rectangles using manipulatives.
  • Accurately measure volume using cubes with unit fraction edge lengths.
  • Strategically and fluently choose and apply strategies for finding products of fractions.
  • Accurately compute products of fractions.

Understanding

Students understand that:
  • The volume of a solid object is measured by the number of same-size cubes that exactly fill the interior space of the object.
  • Generalized formulas for determining area and volume of shapes can be applied regardless of the level of accuracy of the shape's measurements (in this case, side lengths).

Vocabulary

  • Right rectangular prism
  • V = b h (Volume of a right rectangular prism = the area of the base x the height)

MA19.6.28a

Use models (cubes or drawings) and the volume formulas (V = lwh and V = Bh) to find and compare volumes of right rectangular prisms.

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