Download K-12-Course-Guide

PUBLIC SCHOOL SYSTEM
Northern Mariana Islands
MATHEMATICS COURSE DESCRIPTION
KINDERGARTEN
In Kindergarten, instructional time should focus on two critical areas: (1)
representing and comparing whole numbers, initially with sets of objects; (2)
describing shapes and space. More learning time in Kindergarten should be
devoted to number than to other topics.
Mathematics | Grade 1
In Grade 1, instructional time should focus on four critical areas: (1) developing
understanding of addition, subtraction, and strategies for addition and subtraction
within 20; (2) developing understanding of whole number relationships and place
value, including grouping in tens and ones; (3) developing understanding of
linear measurement and measuring lengths as iterating length units; and (4)
reasoning about attributes of, and composing and decomposing geometric shapes.
Mathematics | Grade 2
In Grade 2, instructional time should focus on four critical areas: (1) extending
understanding of base-ten notation; (2) building fluency with addition and
subtraction; (3) using standard units of measure; and (4) describing and analyzing
shapes.
Mathematics | Grade 3
In Grade 3, instructional time should focus on four critical areas: (1) developing
understanding of multiplication and division and strategies for multiplication and
division within 100; (2) developing understanding of fractions, especially unit
fractions (fractions with numerator 1); (3) developing understanding of the
structure of rectangular arrays and of area; and (4) describing and analyzing twodimensional shapes.
Mathematics | Grade 4
In Grade 4, instructional time should focus on three critical areas: (1) developing
understanding and fluency with multi-digit multiplication, and developing
understanding of dividing to find quotients involving multi-digit dividends; (2)
developing an understanding of fraction equivalence, addition and subtraction of
fractions with like denominators, and multiplication of fractions by whole
numbers; (3) understanding that geometric figures can be analyzed and classified
based on their properties, such as having parallel sides, perpendicular sides,
particular angle measures, and symmetry.
Mathematics | Grade 5
In Grade 5, instructional time should focus on three critical areas: (1) developing
fluency with addition and subtraction of fractions, and developing understanding
of the multiplication of fractions and of division of fractions in limited cases (unit
fractions divided by whole numbers and whole numbers divided by unit
fractions); (2) extending division to 2-digit divisors, integrating decimal fractions
into the place value system and developing understanding of operations with
decimals to hundredths, and developing fluency with whole number and decimal
operations; and (3) developing understanding of volume.
Mathematics | Grade 6
In Grade 6, instructional time should focus on four critical areas: (1) connecting
ratio and rate to whole number multiplication and division
and using concepts of ratio and rate to solve problems; (2) completing
understanding of division of fractions and extending the notion of number to the
system of rational numbers, which includes negative numbers;
(3)
writing, interpreting, and using expressions and equations; and (4) developing
understanding of statistical thinking.
Mathematics | Grade 7
In Grade 7, instructional time should focus on four critical areas: (1) developing
understanding of and applying proportional relationships;
(2) developing understanding of operations with rational numbers and working
with expressions and linear equations; (3) solving problems involving scale
drawings and informal geometric constructions, and working with two- and
three-dimensional shapes to solve problems involving area, surface area, and
volume; and (4) drawing inferences about populations based on samples.
Mathematics | Grade 8
In Grade 8, instructional time should focus on three critical areas: (1) formulating
and reasoning about expressions and equations, including modeling an
association in bivariate data with a linear equation, and solving linear equations
and systems of linear equations; (2) grasping the concept of a function and using
functions to describe quantitative relationships; (3) analyzing two- and threedimensional space and figures using distance, angle, similarity, and congruence,
and understanding and applying the Pythagorean Theorem.
Mathematics | High School—algebra
Students develop algebraic fluency by learning the skills needed to solve
equations and perform manipulations with numbers, variables, equations, and
inequalities. They also learn concepts central to the abstraction and generalization
that algebra makes possible. Topics include simplifying expressions involving
variables, fractions, exponents, and radicals; working with integers, rational
numbers, and irrational numbers; graphing and solving equations and
inequalities; using factoring, formulas, and other techniques to solve quadratic
and other polynomial equations; formulating valid mathematical arguments using
various types of reasoning; and translating word problems into mathematical
equations and then using the equations to solve the original problems. Compared
to MTH122, this course has a more rigorous pace and more challenging
assignments and assessments. It covers additional topics, including translating
functions, higher degree roots, and more complex factoring techniques.
Course Length: Two semesters
Materials: Algebra I:
Prerequisites: Pre-Algebra
Note: Students who have already succeeded in Middle School Algebra I should
not enroll in this course.
Mathematics | High School—Geometry
In this comprehensive course, students are challenged to recognize and work with
geometric concepts in various contexts. They build on ideas of inductive and
deductive reasoning, logic, concepts, and techniques of Euclidean plane and solid
geometry. They develop deeper understandings of mathematical structure,
method, and applications of Euclidean plane and solid geometry. Students use
visualizations, spatial reasoning, and geometric modeling to solve problems.
Topics of study include points, lines, and angles; triangles; right triangles;
quadrilaterals and other polygons; circles; coordinate geometry; threedimensional solids; geometric constructions; symmetry; the use of
transformations; and non-Euclidean geometries.




Understand similarity in terms of similarity transformations
Prove theorems involving similarity
Define trigonometric ratios and solve problems involving right triangles
Apply trigonometry to general triangles
Circles
.
.
Understand and apply theorems about circles
Find arc lengths and areas of sectors of circles
Expressing Geometric Properties with Equations


Translate between the geometric description and the equation for a conic
section
Use coordinates to prove simple geometric theorems algebraically
Geometric Measurement and Dimension


Explain volume formulas and use them to solve problems
Visualize relationships between two- dimensional and three-dimensional
objects
Modeling with Geometry
.
Apply geometric concepts in modeling situations
Mathematics | Advanced Algebra (Algebra 2)
High School—functions
Functions overview
Interpreting Functions



Understand the concept of a function and use function notation
Interpret functions that arise in applications in terms of the context
Analyze functions using different representations
Building Functions


Build a function that models a relationship between two quantities
Build new functions from existing functions
Linear, Quadratic, and Exponential Models


Construct and compare linear, quadratic, and exponential models and solve
problems
Interpret expressions for functions in terms of the situation they model
Trigonometric Functions



Extend the domain of trigonometric functions using the unit circle
Model periodic phenomena with trigonometric functions
Prove and apply trigonometric identities
High School—Statistics and Probability
Statistics and Probability overview
Interpreting Categorical and Quantitative Data



Summarize, represent, and interpret data on a single count or measurement
variable
Summarize, represent, and interpret data on two categorical and
quantitative variables
Interpret linear models
Making Inferences and Justifying Conclusions


Understand and evaluate random processes underlying statistical
experiments
Make inferences and justify conclusions from sample surveys, experiments
and observational studies
Conditional Probability and the Rules of Prob- ability


Understand independence and conditional probability and use them to
interpret data
Use the rules of probability to compute probabilities of compound events
in a uniform probability model
Using Probability to Make Decisions

Calculate expected values and use them to solve problems

Use probability to evaluate outcomes of decisions