Download Port Clinton City Schools Academic Content Standard Based K

Port Clinton City Schools Academic Content Standard Based K-12 Mathematics Course of Study  Math I
Standard: Number, Number Sense and Operations
6
Factors; square/ cube numbers;
GCF/LCM;
Rational #s;
Ratio/proportion;
Order of operations;
Integers; / fractions
7
8
Place value and powers of
10; Scientific notation;
Order of operations w/
integers/fractions/ decimals;
Solve w/rational #s;
%; integers
9
Scientific notation (and
compute with); Subsets
of real #s;
Inverse/identity
properties;
Square root;
Properties of systems
(closure, inverse, etc.);
Equiv. forms of rational/
irrational #s;
Square roots; cube roots
10
Use roots in problems
(including nth root);
Factorial notation
11
Properties of
vectors/matrices;
Complex #s;
Fractional/negative
exponents
12
Properties of complex
#s;
Binomial Theorem
All benchmarks and indicators are Ohio Academic Content Standards Grade 9 unless otherwise noted.
Ohio Benchmarks
Standard Grade Level Indicators –
Instructional Strategies/
Grade Band 8-10
Code
Number, Number Sense and Operations
Commentary/Assessment/Best Practices
A. Use scientific notation to
N09A01a
1a. Review and extend scientific notation to
Reinforce Mathematical Processes Benchmark
express large numbers and
express and compute with large and small
B – Apply mathematical knowledge and skills
numbers less than one.
numbers.
routinely in other content areas and practical
situations.
C. Apply properties of operations N09C01
1. Identify and justify whether properties (closure,
and the real number system
identity, inverse, commutative and associative)
and justify when they hold for
hold for a given set and operations; e.g., even
a set of numbers.
integers and multiplication.
E. Compare, order and
N09E02
2. Compare, order and determine equivalent
determine equivalent forms of
forms for rational and irrational numbers.
real numbers.
F. Explain the effects of
N09F03
3. Explain the effects of operations such as
operations on the magnitude
multiplication or division, and of computing
of quantities.
powers and roots on the magnitude of
quantities.
G. Estimate, compute and solve
N09G04
4. Demonstrate fluency in computations using real
problems involving real
numbers.
numbers, including ratio,
proportion and percent, and
explain solutions.
A Formulate a problem or mathematical
model in response to a specific need or
situation, determine information required
to solve the problem, choose method for
obtaining this information, and set limits
for acceptable solution.
B Apply mathematical
knowledge and skills
routinely in other
content areas and
practical situations..
C. Recognize and use connections between equivalent
representations and related procedures for a mathematical
concept; e.g., zero of a function and the x-intercept of the graph
of the function, apply proportional thinking when measuring,
describing functions, and comparing probabilities..
D Apply reasoning processes and skills
to construct logical verifications or
counter-examples to test conjectures
and to justify and defend algorithms
and solutions.
Math I – page 1
Port Clinton City Schools Academic Content Standard Based K-12 Mathematics Course of Study  Math I
Websites relevant to Number, Number Sense and Operations Standard:
http://school.discovery.com/lessonplans/programs/scale/index.html
http://www.bced.gov.bc.ca/careers/aa/lessons/aom14.htm
http://illuminations.nctm.org/index_d.aspx?id=285
http://illuminations.nctm.org/index_d.aspx?id=252
http://www.pbs.org/newshour/extra/teachers/math/
http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%221992-12m14+10%22
Topics: Mathematics -- Algebra; Reasoning and Proof; Numbers and Operations; Number theory
Ohio Department of Education Model Curricula Lesson Plans:
http://ims.ode.state.oh.us/ODE/IMS/Search/QuickJumpResults.asp?st=1&la=en&col=lp&qt=contentarea:ma|%20grade:09
E. Use a variety of mathematical
representations flexibly and
appropriately to organize, record and
communicate mathematical ideas.
F. Use precise mathematical
language and notations to
represent problem situations and
mathematical ideas.
G. Write clearly and coherently
about mathematical thinking
and ideas.
Number Island grade 9
H. Locate and interpret mathematical
information accurately, and communicate
ideas, processes and solutions in a
complete and easily understood manner.
Math I – page 2
Port Clinton City Schools Academic Content Standard Based K-12 Mathematics Course of Study  Math I
Standard: Measurement
6
Compare concepts –
surface area/ volume;
Estimate perimeter/
circumference;
Use correct measurement
for context
7
8
Derived measurements
(rates, etc.);
Proportional;
Develop area formulas
9
Compare common units;
levels of precision;
Derive formulas – surface
area/ volume;
Indirect meas. w/ proportion;
Int/ext of polygons
Convert measurements (same
system);
Unit analysis;
Ratio of sides to determine ratio
of areas/volumes;
Scale drawings;
Trigonometric ratios
10
Error analysis;
Central/inscribed
angles in a circle
All benchmarks and indicators are Ohio Academic Content Standards Grade 9 unless otherwise noted.
Ohio Benchmarks
Standard
Grade Level Indicators –
Grade Band 8-10
Code
Measurement
D. Use proportional reasoning
M09D01
1. Convert rates within the same measurement
and apply indirect
system; e.g., miles per hour to feet per second;
measurement techniques,
kilometers per hour to meters per second.
including right triangle
trigonometry and properties of M09D02
2. Use unit analysis to check computations
similar triangles, to solve
involving measurement.
problems involving
measurements and rates.
M09D03
3. Use the ratio of lengths in similar twodimensional figures or three-dimensional objects
to calculate the ratio of their areas or volumes
respectively.
M09D05
A Formulate a problem or mathematical
model in response to a specific need or
situation, determine information required
to solve the problem, choose method for
obtaining this information, and set limits
for acceptable solution.
11
Significant digits in
measurements;
Radian measure;
Surface area of cone
12
Derived measurements
(acceleration/pressure);
Radian measure;
Approximation of limits
Instructional Strategies/
Commentary/Assessment/Best Practices
Which unit best applies for a certain object
5. Solve problems involving unit conversion for
situations involving distances, areas, volumes
and rates within the same measurement system.
B Apply mathematical
knowledge and skills
routinely in other
content areas and
practical situations..
C. Recognize and use connections between equivalent
representations and related procedures for a mathematical
concept; e.g., zero of a function and the x-intercept of the graph
of the function, apply proportional thinking when measuring,
describing functions, and comparing probabilities..
D Apply reasoning processes and skills
to construct logical verifications or
counter-examples to test conjectures
and to justify and defend algorithms
and solutions.
Math I – page 3
Port Clinton City Schools Academic Content Standard Based K-12 Mathematics Course of Study  Math I
Ohio Benchmarks
Grade Band 8-10
E. Estimate and compute various
attributes, including length,
angle measure, area, surface
area and volume, to a
specified level of precision.
Standard
Code
M09E08
M09E10
Grade Level Indicators –
Measurement
8. Find the sum of the interior and exterior angles
of regular convex polygons with and without
measuring the angles with a protractor. (Grade
8)
Instructional Strategies/
Commentary/Assessment/Best Practices
10. Use conventional formulas to find the surface
area and volume of prisms, pyramids and
cylinders and the volume of spheres and cones
to a specified level of precision. (Grade 8)
Websites relevant to the Measurement Standard:
http://school.discovery.com/lessonplans/programs/scale/
Topics: Mathematics -- Algebra; Linear equations; Measurement; Length, distance; Rates, ratio, proportion
http://www.figurethis.org/challenges/c09/challenge.htm
E. Use a variety of mathematical
representations flexibly and
appropriately to organize, record and
communicate mathematical ideas.
F. Use precise mathematical
language and notations to
represent problem situations and
mathematical ideas.
G. Write clearly and coherently
about mathematical thinking
and ideas.
H. Locate and interpret mathematical
information accurately, and communicate
ideas, processes and solutions in a
complete and easily understood manner.
Math I – page 4
Port Clinton City Schools Academic Content Standard Based K-12 Mathematics Course of Study  Math I
Standard: Geometry and Spatial Sense
6
Classify figures by
properties;
Standard language;
Describe results of
transformations;
Draw similar figures;
Build/sketch 3-D objects
7
8
Proportion in similar/
congruent figures;
Figures subsets of other
figures;
Use Pythagorean
Theorem;
Solve with
congruent/similar figures
Test conjectures about
figures;
<s w/ parallel lines;
Use similar figures;
Coord. geometry;
Nets
9
Define basic trig ratios;
Use right triangle trig to
solve problems;
Slope/distance in
coordinate systems
10
Formal definitions; test
conjectures; prove
theorems; construct right
angles, equilateral
triangles, etc.; symmetries;
use coordinate rules for
translations; solve
problems with circles
All indicators are from Ohio Academic Content Standards Grade 9 unless otherwise indicated.
Ohio Benchmarks
Standard Grade Level Indicators –
Grade Band 8-10
Code
Geometry and Spatial Sense
A. Formally define geometric
figures.
G09A02a
2a. Recognize and explain the necessity for certain
terms to remain undefined, such as point, line and
plane. (Grade 10)
G09A06a
6a. Identify the reflection and rotation symmetries of
two-dimensional figures. Grade 10).
2b. Recognize the congruent angles formed and the
relationship between the angles when two lines
intersect and when parallel lines are cut by a
transversal. (Grade 8)
C. Recognize and apply angle
relationships in situations
involving intersecting lines,
perpendicular lines, and parallel
lines.
G09C02b
E. Draw and construct
representations of two- and
three-dimensional geometric
objects using a variety of tools,
such as straightedge, compass
and technology.
G09E06b
A Formulate a problem or mathematical
model in response to a specific need or
situation, determine information required
to solve the problem, choose method for
obtaining this information, and set limits
for acceptable solution.
B Apply mathematical
knowledge and skills
routinely in other
content areas and
practical situations..
11
Polar coordinates;
Vectors for translations;
Law of Sines/Cosines
Cross-section of 3-D
figures
12
Matrices for
transformations;
Trig identities;
Use different geometries
Instructional Strategies/
Commentary/Assessment/Best
Practices
6b. Draw nets for a variety of polyhedra.
C. Recognize and use connections between equivalent
representations and related procedures for a mathematical
concept; e.g., zero of a function and the x-intercept of the graph
of the function, apply proportional thinking when measuring,
describing functions, and comparing probabilities..
D Apply reasoning processes and skills
to construct logical verifications or
counter-examples to test conjectures
and to justify and defend algorithms
and solutions.
Math I – page 5
Port Clinton City Schools Academic Content Standard Based K-12 Mathematics Course of Study  Math I
Ohio Benchmarks
Grade Band 8-10
Standard
Code
Grade Level Indicators –
Geometry and Spatial Sense
F. Represent and model
transformations in a coordinate
plane and describe the results.
G09F05b
5b. Draw the results of translations, reflections,
rotations and dilations of objects in the coordinate
plane, and determine the properties that remain
fixed. (Grade 8)
Instructional Strategies/
Commentary/Assessment/Best
Practices
Websites for the Geometry and Spatial Sense Standard:
http://standards.nctm.org/document/eexamples/chap6/6.2/index.htm
Topics: Mathematics -- Algebra; Polynomials; Geometry; Models, construction; Representation
E. Use a variety of mathematical
representations flexibly and
appropriately to organize, record and
communicate mathematical ideas.
F. Use precise mathematical
language and notations to
represent problem situations and
mathematical ideas.
G. Write clearly and coherently
about mathematical thinking
and ideas.
H. Locate and interpret mathematical
information accurately, and communicate
ideas, processes and solutions in a
complete and easily understood manner.
Math I – page 6
Port Clinton City Schools Academic Content Standard Based K-12 Mathematics Course of Study  Math I
Standard: Patterns, Functions, and Algebra
6
Include geometric
patterns;
Equivalent forms of
expressions;
Solve linear
equations;
Graphs for 2-variable
situations
7
Describe patterns
w/variables;
Linear or non-linear
Linear equations on coord.
system;
Equivalent forms of
expressions;
Variable changes –
linear/non-linear
8
9
Relate table/graph/ equation;
Generalize (nth term);
Ident. linear/non-lin.;
Compare graph of line to equation;
Solve 2X2 systems;
Solve linear;
Solve simple quadratic;
How variable changes affect
graphs
Define functions;
Functions to describe
patterns;
Zeros equiv. to roots;
Equivalent forms of
equations/expressions;
Solve/interpret 2X2 systems;
Solve quadratics;
Direct/inverse variation
10
f(x) notation;
Compare families of
functions (sq. root,
cubic, abs. val., basic
trig);
Solve for one variable in
terms of another;
Real world problems
All indicators are from Ohio Academic Content Standards Grade 9 unless otherwise indicated.
Ohio Benchmarks
Standard Grade Level Indicators –
Grade Band 8-10
Code
Patterns, Functions and Algebra
B. Identify and classify functions as
linear or nonllinear, and contrast
their properties using tables, graphs
or equations.
A09B01
1. Define function with ordered pairs in which each
domain element is assigned exactly one range
element.
A09B03
3. Describe problem situations (linear, quadratic and
exponential) by using tabular, graphical and symbolic
representations.
2. Generalize patterns using functions or relationships
(linear, quadratic and exponential), and freely
translate among tabular, graphical and symbolic
representations.
C. Translate information from one
representation (words, table,
graph or equation) to another
representation of a relation or
function.
D. Use algebraic representations,
such as tables, graphs,
expressions, functions and
inequalities, to model and solve
problem situations.
A09C02
A Formulate a problem or mathematical
model in response to a specific need or
situation, determine information required
to solve the problem, choose method for
obtaining this information, and set limits
for acceptable solution.
B Apply mathematical
knowledge and skills
routinely in other
content areas and
practical situations..
A09D11
11. Add, subtract, multiply and divide monomials and
polynomials (division of polynomials by monomials
only).
A09D12
12. Simplify rational expressions by eliminating common
factors and applying properties of integer exponents.
11
Recursive functions;
Logarithms;
Relate equations to
symmetry types;
Inverse of a function;
Solve 3X3 systems;
Conic sections
12
Arithmetic/geometric
sequences & series;
Transcendental functions;
Periodic functions;
Solve systems w/matrices;
Use induction;
Polar to Cartesian;
Concept of limit
Instructional Strategies/
Commentary/Assessment/Best
Practices
C. Recognize and use connections between equivalent
representations and related procedures for a mathematical
concept; e.g., zero of a function and the x-intercept of the graph
of the function, apply proportional thinking when measuring,
describing functions, and comparing probabilities..
D Apply reasoning processes and skills
to construct logical verifications or
counter-examples to test conjectures
and to justify and defend algorithms
and solutions.
Math I – page 7
Port Clinton City Schools Academic Content Standard Based K-12 Mathematics Course of Study  Math I
Grade Level Indicators –
Patterns, Functions and Algebra
Ohio Benchmarks
Grade Band 8-10
Standard
Code
E. Analyze and compare functions
and their graphs using
attributes, such as rates of
change, intercepts and zeros.
A09E05
5. Describe and compare characteristics of the following
families of functions: linear, quadratic and exponential
functions; e.g., general shape, number of roots,
domain, range, rate of change, maximum or minimum.
F. Solve and graph linear
equations and inequalities.
A09F06
H. Solve systems of linear
equations involving two
variables graphically and
symbolically.
A09H07a
6. Write and use equivalent forms of equations and
inequalities in problem situations; e.g., changing a
linear equation to the slope-intercept form.
7a. Solve systems of linear inequalities. (Grade 10)
J. Describe and interpret rates of
change from graphical and
numerical data.
A09J15
A09H11a
A09J13a
A09J09a
Instructional Strategies/
Commentary/Assessment/Best
Practices
Use this indicator as an opportunity to
reinforce Mathematical Processes
Benchmark G – Write clearly and
coherently about mathematical
thinking and ideas.
11a. Solve real-world problems that cana be modeled
using systems of linear equations and inequalities.
(Grade 10)
15. Describe how a change in the value of a constant in
a linear or quadratic equation affects the related
graphs.
13a. Compute and interpret slope, midpoint and distance
given a set of ordered pairs. (Grade 8)
9a. Recoignize and explain that the slopes of parallel
lines are equal and the slopes of perpendicular lines
are negative reciprocals. (Grade 10)
Websites relevant to the Patterns, Functions and Algebra Standard:
http://school.discovery.com/lessonplans/programs/scale/
Topics: Mathematics -- Algebra; Linear equations; Measurement; Length, distance; Rates, ratio, proportion
http://www.thirteen.org/edonline/lessons/graphing/index.html
Topics: Mathematics –Topics: Mathematics -- Algebra; Linear functions; Technology - Algebra; Linear functions; Nonlinear
functions; Graphing; Technology
E. Use a variety of mathematical
representations flexibly and
appropriately to organize, record and
communicate mathematical ideas.
F. Use precise mathematical
language and notations to
represent problem situations and
mathematical ideas.
G. Write clearly and coherently
about mathematical thinking
and ideas.
H. Locate and interpret mathematical
information accurately, and communicate
ideas, processes and solutions in a
complete and easily understood manner.
Math I – page 8
Port Clinton City Schools Academic Content Standard Based K-12 Mathematics Course of Study  Math I
Additional websites for the Patterns, Functions and Algebra Standard:
http://standards.nctm.org/document/eexamples/chap6/6.2/index.htm
Topics: Mathematics -- Algebra; Polynomials; Geometry; Models, construction; Representation
http://math.rice.edu/~lanius/pres/map/index.htmlhttp://illuminations.nctm.org/index_d.aspx?id=298
Topics: Mathematics -- Algebra; Linear functions; Statistics; Data display
Professional Commentary: In this lesson, students model linear data collected in a variety of settings that range from car repair to sports to
medicine. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the line of best
fit and more.
http://illuminations.nctm.org/index_d.aspx?id=298
Topics: Mathematics -- Algebra; Linear functions; Graphing; Statistics; Data display
http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%221992-12m14+10%22
Topics: Mathematics -- Algebra; Reasoning and Proof; Numbers and Operations; Number theory
A Formulate a problem or mathematical
model in response to a specific need or
situation, determine information required
to solve the problem, choose method for
obtaining this information, and set limits
for acceptable solution.
B Apply mathematical
knowledge and skills
routinely in other
content areas and
practical situations..
C. Recognize and use connections between equivalent
representations and related procedures for a mathematical
concept; e.g., zero of a function and the x-intercept of the graph
of the function, apply proportional thinking when measuring,
describing functions, and comparing probabilities..
D Apply reasoning processes and skills
to construct logical verifications or
counter-examples to test conjectures
and to justify and defend algorithms
and solutions.
Math I – page 9
Port Clinton City Schools Academic Content Standard Based K-12 Mathematics Course of Study  Math I
Standard: Data Analysis and Probability
6
Circle graphs;
Histograms;
Compare measures
of center;
Design experiment
7
8
Box-and-Whisker
plots;
Stem-and-leaf plots;
Compare two
samples;
Misuses of data
Scatterplots; Comp. 2 types graphs–same
data;
Discrete vs. continuous;
Compare 2 data sets;
Approx. line best fit;
Add prob. for disjoint events;
Count # outcomes; Analyze sample size
9
10
Univariate vs. bivariate
data;
Interpret line of best fit;
Sampling methods;
Counting techniques;
Sample space concept;
Compound events
Measures of center/range;
Identify outliers;
Compare two variables;
Geometric probability;
Compute odds from
probability and reverse
All indicators are from Ohio Academic Content Standards Grade 9 unless otherwise indicated.
Ohio Benchmarks
Standard Grade Level Indicators –
Grade Band 8-10
Code
Data Analysis and Probability
A. Create, interpret and use
D09A01
1. Classify data as univariate (single variable) or
graphical displays and
bivariate (two variables) and as quantitative
statistical measures to
(measurement) or qualitative (categorical) data.
describe data; e.g., boxand-whisker plots,
D09A02
2. Create a scatterplot for a set of bivariate data,
histograms, scatter plots,
sketch the line of best fit, and interpret the slope of
measures of center and
the line of best fit.
variability.
D09A03
3. Analyze and interpret frequency distributions
based on spread, symmetry, skewness, clusters
and outliers.
D09A02a
2a. Represent and analyze bivariate data using
appropriate graphical displays (scatterplots,
parallel box-and-whisker plots, histograms with
more than one set of data, tables, charts,
spreadsheets) with and without technology.
(Grade 10)
D09A03a
3a. Display bivariate data where at least one variable
is categorical. (Grade 10)
Continued on next page
E. Use a variety of mathematical
representations flexibly and
appropriately to organize, record and
communicate mathematical ideas.
F. Use precise mathematical
language and notations to
represent problem situations and
mathematical ideas.
11
Design experiment;
Least squares (with
technology);
Normal curve properties;
Evaluate validity of
study;
Random variable
12
Sampling methods;
Probability
distributions
(binomial/normal/
uniform);
Analyze probabilities
in real world
Instructional Strategies/
Commentary/Assessment/Best Practices
G. Write clearly and coherently
about mathematical thinking
and ideas.
H. Locate and interpret mathematical
information accurately, and communicate
ideas, processes and solutions in a
complete and easily understood manner.
Math I – page 10
Port Clinton City Schools Academic Content Standard Based K-12 Mathematics Course of Study  Math I
Grade Level Indicators –
Data Analysis and Probability
4a. Identify outliers on a data display; e.g., use
interquartile range to identify outliers on a boxand-whisker plot. (Grade 10)
Ohio Benchmarks
Grade Band 8-10
A. Create, interpret and use
graphical displays and
statistical measures to
describe data; e.g., boxand-whisker plots,
histograms, scatter plots,
measures of center and
variability.
Standard
Code
D09A04a
D09A06a
6a. Interpret the relationship between two variables
using multiple graphical displays and statistical
measures; e.g., scatterplots, parallel box-andwhisker plots, and measures of center and spread.
(Grade 10)
C. Compare the
characteristics of the
mean, median and mode
for a given set of data,
and explain which
measure of center best
represents the data
D. Find, use and interpret
measures of center and
spread, such as mean
and quartiles, and use
those measures to
compare and draw
conclusions about sets of
data.
E. Evaluate the validity of
claims and predictions
that are based on data by
examining the
appropriateness of the
data collection and
analysis.
A09C01a
1a. Describe measures of central tendency and the
range verbally, graphically and algebraically.
(Grade 10)
A09D06
6. Interpret the relationship between two variables
using multiple graphical displays and statistical
measures; e.g., scatterplots, parallel box-andwhisker plots, and measures of center and spread.
(Grade 10)
A09E04
4. Describe and compare various types of studies
(survey, observation, experiment), and identify
possible misuses of statistical data.
A Formulate a problem or mathematical
model in response to a specific need or
situation, determine information required
to solve the problem, choose method for
obtaining this information, and set limits
for acceptable solution.
B Apply mathematical
knowledge and skills
routinely in other
content areas and
practical situations..
Instructional Strategies/
Commentary/Assessment/Best Practices
C. Recognize and use connections between equivalent
representations and related procedures for a mathematical
concept; e.g., zero of a function and the x-intercept of the graph
of the function, apply proportional thinking when measuring,
describing functions, and comparing probabilities..
D Apply reasoning processes and skills
to construct logical verifications or
counter-examples to test conjectures
and to justify and defend algorithms
and solutions.
Math I – page 11
Port Clinton City Schools Academic Content Standard Based K-12 Mathematics Course of Study  Math I
Ohio Benchmarks
Grade Band 8-10
F. Construct convincing
arguments based on
analysis of data and
interpretation of graphs.
G. Describe sampling
methods and analyze the
effects of method chosen
on how well the resulting
sample represents the
population.
Standard
Code
A09F06
A09G05
Grade Level Indicators –
Data Analysis and Probability
6. Make inferences about relationships in bivariant
data, and recognize the difference between
evidence of relationship (correlation) and
causation,
5. Describe characteristics and limitations of
sampling methods, and analyze the effects of
random versus biased sampling; e.g., determine
and justify whether the sample is likely to be
representative of the population.
A09G05a
5a. Provide examples and explain how a statistic may
or may not be an attribute of the entire population;
e.g., intentional or unintentional bias may be
present. (Grade 10)
H. Use counting techniques,
such as permutations and
combinations, to
determine the total
number of options and
possible outcomes.
A09H07
7. Use counting techniques and the Fundamental
Counting principle to determine the total number of
possible outcomes for mathematical situations.
I. Design an experiment to
test a theoretical
probability, and record
and explain results.
A09I08
8. Describe, create and analyze a sample space and
use it to calculate probability.
J. Compute probabilities of
compound events,
independent events, and
simple dependent events.
A09J09
9. Identify situations involving independent and
dependent events, and explain differences
between, and common misconceptions about,
probabilities associated with those events.
E. Use a variety of mathematical
representations flexibly and
appropriately to organize, record and
communicate mathematical ideas.
F. Use precise mathematical
language and notations to
represent problem situations and
mathematical ideas.
Instructional Strategies/
Commentary/Assessment/Best Practices
G. Write clearly and coherently
about mathematical thinking
and ideas.
H. Locate and interpret mathematical
information accurately, and communicate
ideas, processes and solutions in a
complete and easily understood manner.
Math I – page 12
Port Clinton City Schools Academic Content Standard Based K-12 Mathematics Course of Study  Math I
Ohio Benchmarks
Grade Band 8-10
K. Make predictions based
on theoretical probabilities
and experimental results.
Standard
Code
A09K10
Grade Level Indicators –
Data Analysis and Probability
10. Use theoretical and experimental probability,
including simulations or random numbers, to
estimate probabilities and to solve problems
dealing with uncertainty; e.g., compound events,
independent events, simple dependent events.
A09K08a
8a. Differentiate and explain the relationships between
the probability of an event and the odds of an
event, and compute one given the other. (Grade
10)
Instructional Strategies/
Commentary/Assessment/Best Practices
Websites relevant to the Data Analysis and Probability Standard:
http://math.rice.edu/~lanius/pres/map/index.htmlhttp://illuminations.nctm.org/index_d.aspx?id=298
Topics: Mathematics -- Algebra; Linear functions; Statistics; Data display
Professional Commentary: In this lesson, students model linear data collected in a variety of settings that range from car repair to sports to
medicine. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the line of best
fit
http://illuminations.nctm.org/index_d.aspx?id=290
Topics: Mathematics -- Probability; Reasoning and Proof
A Formulate a problem or mathematical
model in response to a specific need or
situation, determine information required
to solve the problem, choose method for
obtaining this information, and set limits
for acceptable solution.
B Apply mathematical
knowledge and skills
routinely in other
content areas and
practical situations..
C. Recognize and use connections between equivalent
representations and related procedures for a mathematical
concept; e.g., zero of a function and the x-intercept of the graph
of the function, apply proportional thinking when measuring,
describing functions, and comparing probabilities..
D Apply reasoning processes and skills
to construct logical verifications or
counter-examples to test conjectures
and to justify and defend algorithms
and solutions.
Math I – page 13