ࡱ> 9qnjf`c8  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F}ys:WordDocument;( Data 1Table      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoprstuvwxyz{|}~y YYbjbjEE ;( ''Oih h 3338k$ 3$<@<(==+='BfB,B$Ʃ^->GAA^>G>G=+=zKzKzK>G>R=+=zK>GzKzKc4"=} s3|Iv>wФ0՗.$I$|\$_BV'DzKEE_BBBJBBB>G>G>G>G$BBBBBBBBBh q: Applied Math GLE Framework-2007 DraftCIP Code: 270301Total Framework Hours: 180Course: Applied MathExploratory:  FORMCHECKBOX  Preparatory:  FORMCHECKBOX  COMPONENTS AND COMPETENCIESPerformance Assessments: Assessments will come from the CORD Curriculum Study Guide and will include: Skills Drill Hands-on Testing Diagnostic (written) Testing Group ProjectsSTANDARDS AND COMPETENCIES-Year 1Standard: Unit A Getting to Know Your CalculatorTotal Learning Hours for Standard: 15 hrsCompetency DescriptionEnter numbers, fractions, and decimals into a calculator and read the output displayed by a calculator.Use the parentheses keys on a calculator.Add, subtract, multiply and divide fractions with a calculator.Add, subtract, multiply, and divide mixed numbers with a calculator.Solve problems that contain information in the form of fractions, decimals, or percents.**Note: Unit A correlates with AMME (Applied Math Made Easy) Unit(s) 1 and 2Introductory Units A, B and C (all columns) will also be integrated throughout Units 1-37Note: Bridges Training on Calculator use not covered in Bridges CurriculumEALRs or GLEs (Taught & Assessed in Standards)Reading1.2Use vocabulary (word meaning) strategies to comprehend text.1.2.2Apply strategies to comprehend words and ideas.1.3Build vocabulary through wide reading.1.3.2Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.2.1Demonstrate evidence of reading comprehension.3.2Read to perform a task.3.2.2Apply understanding of complex information, including functional documents, to perform a task.3.3Read for Career applications.3.3.1Apply appropriate reading strategies for interpreting technical and non-technical documents used in job-related settings.Math1.1Understand and apply concepts and procedures from number sense.5.1Relate Concepts and Procedures within Mathematics5.1.1Apply multiple mathematical concepts and procedures in a given problem or situation.5.3Relate Mathematical Concepts and Procedures to Real-World Situations5.3.1Understand situations in which mathematics can be used to solve problems with local, national or international implications.CommunicationsSocial Studies - EconomicsScienceWritingSKILLSSuggested Activities: Refer to Unit A Teachers Guide and Skills USA Leadership materials for suggested lab activities that will teach the following state leadership standards.Leadership: Group Skills 2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow.2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community, and business and industry.2.7 The student will demonstrate the ability to train others to understand the rules and expectations, rationale, and consequences and to follow those rules and expectations.2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.Leadership: Community and Career Skills 3.1 The student will analyze the roles and responsibilities of citizenship.3.2 The student will demonstrate social responsibility in family, community, and business and industry.3.4 The student will understand the organizational skills necessary to be a successful leader and citizen and practice those skills in real-life.Employability: 1.1 The student will demonstrate the ability to identify, organize, plan and allocate resources. This means that the student is able to demonstrate allocating time, money, materials, space and staff.TIME selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules.HUMAN RESOURCES assess skills and distribute work accordingly, evaluate performances and provide feedback.1.2 The student will demonstrate the ability to acquire and use information in family, community, business and industry settings. This means that the students can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information.Acquire and Evaluate Information. Use Computers to Process Information 1.4 The students will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technology. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.Selects Technology: chooses procedures, tools or equipment including computers and related technology. Applies Technology to Task: understands overall intent and proper procedures for setup and operation of equipment. Maintains and Troubleshoots Equipment: prevents, identifies, or solves problems with equipment, including computers and other technology. Analytical, Logical & Creative Thinking: APPLIED THINKING: Problem Solving, Goal SettingRelevance to Work: Refer to CORD Unit A Teachers Guide, exercises 1 40, for Relevance to Work (area of application and difficulty) Standard: Unit B: Naming Numbers in Different WaysTotal Learning Hours for Standard: 15 hoursCompetency DescriptionChange percents to decimals: 1.1, 2.1, 2.1.1, 2.2, 2.2.1, 3.2, 3.2.2, Change decimals to percents: 1.1, 2.1, 2.1.1, 2.2, 2.2.1, 3.2, 3.2.2,Use a calculator to change fractions to decimals: 1.1, 2.1, 2.1.1, 2.2, 2.2.1, 3.2, 3.2.2,Change decimals from your calculator to fractions: 1.1, 2.1, 2.1.1, 2.2, 2.2.1, 3.2, 3.2.2,Solve problems that contain information in the form of fractions, decimals, and percents: 1.1, 1.1.6, 2.1, 2.1.1, 2.2, 2.2.1, 2.2.3, 2.2.4, 3.2, 3.2.2, 3.3, 3.3.1, 3.3.2, 4.2, 4.2.3, 5.3, 5.3.2, **Note: Unit B correlates with AMME (Applied Math Made Easy) Unit(s) 1 and 2Note Bridges: Decimal and Problem Solving (Chapter 1), Rational Numbers (Chapter 5), Percents (Chapter 7)Bridges: Lesson Activities, Math Labs, PortfolioEALRs or GLEs (Taught & Assessed in Standards)Math1.1Understand and apply concepts and procures from number sense1.1.6Complete multistep computations with combinations of rational numbers using order of operations and addition, subtraction, multiplication, division, (powers, and square roots) EXAMPLE: Apply strategies to complete multistep computations fluently2.1Define Problems2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Investigate the situation and determines if there is a problem to solve.2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Generate questions to be answered in order to solve the problem2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Define or clarify the question the problem presents.2.2Construct solutions2.2.1Select and use relevant information to construct solutions EXAMPLE: Select and use relevant information from the problem2.2.1Select and use relevant information to construct solutions EXAMPLE: Select and use relevant information from the problem2.2.1Select and use relevant and information to construct solutions EXAMPLE: Determine whether a given solution shows the use of relevant information2.2.3Apply a variety of strategies and approaches to construct solutions EXAMPLE: Select and use tools to construct a solution2.2.3Apply a variety of strategies and approaches to construct solutions EXAMPLE: Apply a variety of strategies and approaches2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s). EXAMPLE: Check work for mathematical accuracy2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s). EXAMPLE: Determine whether the solution is reasonable for the situation3.2Conclude3.2.2Evaluate procedures and conclusions to make needed revisions EXAMPLE: Check the viability and appropriate use of a selected procedures in a given situation3.2.2Evaluate procedures and conclusions to make needed revisions EXAMPLE: Evaluate a conclusion based on given information and/or procedures used and describe a revision as needed3.3Verify results3.3.1Justify results using inductive or deductive reasoning EXAMPLE: Justify results using evidence and information from the problem situation and/or known facts, patterns, relationships, and proportional reasoning3.3.2Evaluate reasonableness of results EXAMPLE: Check for reasonableness of results in a given situation3.3.2Evaluate reasonableness of results EXAMPLE: Verify that the solution to a real-world problem makes sense in relation to the situation4.2Organize, represent, and share information4.2.3Use mathematical language to explain or describe mathematical ideas and information in ways appropriate for audience and purpose EXAMPLE: Use both everyday and mathematical language and notation to explain, defend, or present mathematical ideas, facts, procedures, or strategies appropriate for a given audience or purpose5.3Relate mathematical concepts and procedures to real-world situations5.3.1Understand that mathematics is used extensively in daily life outside the classroom EXAMPLE: Describe situations in which mathematics can be used to solve problems with local, national, or international implications5.3.2Understand that mathematics is used in many occupations or careers EXAMPLE: Describe specific examples of mathematics associated with a given career5.3.2Understand that mathematics is used in many occupations or careers EXAMPLE: Explain the mathematical requirements to enter a given career5.3.2Understand that mathematics is used in many occupations or careers EXAMPLE: Explain the mathematics used by workers in a specific job5.3.2WritingReading1.2Use vocabulary (word meaning) strategies to comprehend textScienceCommunicationsSocial StudiesArtHealth and FitnessSKILLSSuggested Activities: Refer to Unit B Teachers Guide for suggested lab activities that will teach the following state leadership standards.Leadership: Group Skills 2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow.2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community, and business and industry.2.7 The student will demonstrate the ability to train others to understand the established rules and expectations, rationale, and consequences and to follow those rules and expectations.2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.Leadership: Community and Career Skills 3.2 The student will demonstrate social responsibility in family, community and business and industry.3.4 The student will understand the organizational skills necessary to be a successful leader and citizen and practice those skills in real-life.3.6The student will understand the importance and utilize the components and structure of community-based organizations.Employability: 1.1 The student will demonstrate the ability to identify, organize, plan and allocate resources. This means that the student is able to demonstrate allocating time, money, materials, space and staff.Time: selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules. Money: uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives. Human Resources: assesses skills and distributes work accordingly, evaluates performance and provides feedback.1.2 The student will demonstrate the ability to acquire and use information in family, community, business and industry settings. This means that the students can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information.Acquire and Evaluate Information. Organize and Maintain Information. Interpret and Communicate Information1.4 The students will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technology. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.Selects Technology: chooses procedures, tools or equipment including computers and related technology. Applies Technology to Task: understands overall intent and proper procedures for setup and operation of equipment. Maintains and Troubleshoots Equipment: prevents, identifies, or solves problems with equipment, including computers and other technology. Relevance to Work: Refer to CORD Unit B Teachers Guide, exercises 1 40, for Relevance to Work (area of application and difficulty) Standard: Unit C: Finding Answers with Your CalculatorTotal Learning Hours for Standard: 15 hrsCompetency DescriptionRead the problem and begin to understand the situation. 2.1.1, 2.1.2, 2.1.3, 2.2.1, 3.1.1Figure out what the problems is asking you to find. 2.1.1, 2.1.2, 2.1.3, 2.2.1, 3.1.1Decide what math operations (+,-,x,+) to do as you solve a problem. 1.1.6, 1.1.8, Use your calculator to work problems that have more that one step. 1.16, 1.1.8**Note: Unit C correlates with AMME (Applied Math Made Easy) Unit(s) 1, 2, 14, 16, and 18; integrated throughout.Bridges: Problem Solving (Reviewed by each chapter, but use of calculator/techniques not included) {Some problem solving activities include spreadsheet use}EALRs or GLEs (Taught & Assessed in Standards)Math1.1Understand and apply concepts and procedures from number sense1.1.1Understand and use scientific notation EXAMPLE: Read and translate numbers represented in scientific notation from calculators (and other technology, texts, tables and charts).1.1.5Compute using scientific notation EXAMPLE: Use scientific notation to simplify a calculation1.1.6Complete multistep computations with combinations of rational numbers using order of operations and addition, subtraction, multiplication, division, (powers, and square roots). EXAMPLE: Calculate using order of operations on rational numbers. 1.1.8Apply estimation strategies in situations involving multistep computations of rational numbers using addition, subtraction, multiplication, division, (powers, and square roots) to predict or determine reasonableness of answers. EXAMPLE: Describe a strategy used for estimation using multistep computations.2.1Define problems2.1.1Formulate questions to be answered to solve a problem. EXAMPLE: Define or clarify the question the problem presents.2.1.2Determine what information is missing or extraneous. EXAMPLE: Differentiate between necessary and extraneous information.2.1.3Identify what is known and unknown in complex situations. EXAMPLE: Examine information to determine what is known and unknown.2.2Construct solutions2.2.1Select and use relevant information to construct solutions. EXAMPLE: Select and use relevant information from the problem2.2.2Apply mathematical concepts and procedures from number sense, (measurement, geometric sense, probability and statistics, and/or) algebraic sense to construct solutions. EXAMPLE: Select and use appropriate concepts and procedures to construct a solution.2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s). EXAMPLE: Check work for mathematical accuracy.3.1Construct solutions3.1.1Analyze, compare, and integrate mathematical information from multiple sources. EXAMPLE: Analyze mathematical information or results.3.3Verify results3.3.2Evaluate reasonableness of results. EXAMPLE: Check for reasonableness in a given situationWritingReading1.2Use vocabulary (word meaning) strategies to comprehend textScienceCommunicationsSocial StudiesArtHealth and FitnessHealth and FitnessSuggested Activities: Refer to Unit C Teachers Guide for suggested lab activities that will teach the following state leadership standards.Leadership: Individual Skills 1.1 The student will analyze, refine, and apply decision-making skills through classroom, family, community, and business, and industry (work-related) experiences.1.2 The student will identify and analyze the characteristics of family, community, business and industry leaders.1.4 The student will apply leadership skills in real-world, family, community, and business and industry applications.1.5 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions.1.6 The student will demonstrate self-advocacy skills by achieving planned, individual goals.1.7 The student will conduct self in a professional manner in practical career applications, organizational forums, and decision-making bodies.Leadership: Group Skills 2.1 The student will communicate, participate, and advocate effectively in pairs, small groups, teams, and large groups in order to reach common goals.2.2 The student will demonstrate knowledge of conflict resolution and challenge management.2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow.2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community, and business and industry.2.6 The student will use knowledge, build interest, guide and influence decisions, organize efforts, and involve members of a group to assure that a pre-planned group activity is completed.2.7 The student will demonstrate the ability to train others to understand the established rules and expectations, rationale, and consequences and to follow those rules and expectations.2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.Leadership: Community and Career Skills 3.1 The student will analyze the roles and responsibilities of citizenship.3.2 The student will demonstrate social responsibility in family, community and business and industry.3.4 The student will understand the organizational skills necessary to be a successful leader and citizen and practice those skills in real-life.3.6 The student will understand the importance and utilize the components and structure of community-based organizations.3.7 The student will participate in the development of a program of work or strategic plan and will work to implement the organizations goals.Employability: 1.1 The student will demonstrate the ability to identify, organize, plan and allocate resources. This means that the student is able to demonstrate allocating time, money, materials, space and staff.Time: selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules. Money: uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives. Human Resources: assesses skills and distributes work accordingly, evaluates performance and provides feedback.1.2 The student will demonstrate the ability to acquire and use information in family, community, business and industry settings. This means that the students can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information.Acquire and Evaluate Information. Organize and Maintain Information. Interpret and Communicate Information Use Computers to Process Information 1.4 The students will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technology. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.Selects Technology: chooses procedures, tools or equipment including computers and related technology. Applies Technology to Task: understands overall intent and proper procedures for setup and operation of equipment. Maintains and Troubleshoots Equipment: prevents, identifies, or solves problems with equipment, including computers and other technology. Analytical, Logical & Creative Thinking: Relevance to Work: Refer to CORD Unit C Teachers Guide, exercises 1 40, for Relevance to Work (area of application and difficulty) Standard: Unit 1: Learning Problem-solving TechniquesTotal Learning Hours for Standard: 11 hrsCompetency DescriptionIntroductory Units A, B, and C above (all columns) will be integrated and reinforced throughout Units 1-37 below.Read a problem and decide what is given and what is to be found.Develop a plan for solving the problem. 1.1.7, 2.1, 2.1.1, 2.1.2, 2.1.3, Carry out your plan to solve the problem. 2.2.1, 2.2.2, 2.2.3, 5.1.1Check the answer and decide if it is reasonable.1.1.8, 3.2.1, 3.2.2, 4.1.1Algebra 1 (Mathematics in Context)2.1Variables and expressions2.2Equations and formulas2.3Solving equations with variables on both sides**Note: Unit 1 correlates with AMME (Applied Math Made Easy) Unit(s) 3 and 4Note Bridges: Problem Solving (Chapter 1 and covered in applications, specific and cumulative at the end of each chapter)Bridges: Lesson Activities, Math Labs, PortfolioEALRs or GLEs (Taught & Assessed in Standards)Math1.1Understands and apply the concepts and procedures from number sense1.1.7Apply strategies and uses tools to complete tasks involving computation of rational numbers EXAMPLE: Select and justify appropriate strategies and tools from among mental computation, estimation, calculators, manipulatives, and paper and pencil to compute in a given situation2.1Define Problems2.1.1Formulate questions to be answered to solve a problem. EXAMPLE: Investigate the situation and determines if there is a problem to solve2.1.1Formulate questions to be answered to solve a problem. EXAMPLE: Define or clarify the question the problem presents2.1.1Formulate questions to be answered to solve a problem. EXAMPLE: Generate questions to be answered in order to solve the problem2.1.2Determine what information is missing or extraneous EXAMPLE: Determine what needed information is missing2.1.2Determine what information is missing or extraneous EXAMPLE: Differentiate between necessary and extraneous information2.1.3Identify what is known and unknown in complex situations EXAMPLES: Examine information to determine what is known and unknown2.2 Construct solutions 2.2.1Select and use relevant information to construct solutions EXAMPLES: Select and use relevant information from the problem2.2.1Select and use relevant information to construct solutions EXAMPLE: Determine whether a given solution shows the use of relevant information.2.2.2Apply mathematical concepts and procedures from number sense, measurement, geometric sense, probability and statistics, and/or algebraic sense to construct solutions EXAMPLE: Select and use appropriate concepts and procedures to construct a solution2.2.2Apply mathematical concepts and procedures from number sense, measurement, geometric sense, probability and statistics, and/or algebraic sense to construct solutions EXAMPLE: Determine whether a given solution shows use of concepts and procedures that are appropriate.2.2.3Apply a variety of strategies and approaches to construct solutions EXAMPLE: Select and use tools to construct a solution 2.2.3Apply a variety of strategies and approaches to construct solutions EXAMPLE: Apply a variety of strategies and approaches2.2.3Apply a variety of strategies and approaches to construct solutions EXAMPLE: Determine when an approach is unproductive and modifies or tries a new approach2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s EXAMPLE: Check work for mathematical accuracy.3.1Analyze information3.1.1Analyze, compare, and integrate mathematical information from multiple sources. EXAMPLE: Analyze mathematical information or results. 3.2Conclude3.2.1Draw and support conclusions, using inductive or deductive reasoning EXAMPLE: Draw a conclusion from a given situation and support the conclusion with appropriate mathematical data or facts3.2.2Evaluate procedures and conclusions to make needed revisions. EXAMPLE: Check the viability and appropriate use of a selected procedure in a given situation 4.1The student communicates knowledge and understanding in both everyday and mathematical language.4.1.1Develop, select, and/or apply an efficient system for collecting mathematical information EXAMPLE: Determine appropriate mathematical information needed for a specific purpose or audienceReading1.2Use vocabulary (word meaning) strategies to comprehend textScienceSocial StudiesArtHealth and FitnessSKILLSSuggested Activities: Refer to Unit 1 Teachers Guide for suggested lab activities that will teach the following state leadership standards.Leadership: Group Skills 2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow.2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community, and business and industry.2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.Leadership: Community and Career Skills 3.1 The student will analyze the roles and responsibilities of citizenship.Employability: 1.1 The student will demonstrate the ability to identify, organize, plan and allocate resources. This means that the student is able to demonstrate allocating time, money, materials, space and staff.Time: selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules. Money: uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives. Human Resources: assesses skills and distributes work accordingly, evaluates performance and provides feedback.1.2 The student will demonstrate the ability to acquire and use information in family, community, business and industry settings. This means that the students can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information.Acquire and Evaluate Information. Organize and Maintain Information. Interpret and Communicate Information Use Computers to Process Information 1.3 The student will demonstrate an understanding of complex interrelationships (systems). This means that the student understands social, organizational, and technological systems; they can monitor and correct performance; and they can design or improve systems.Understands Systems: knows how social, organizational, and technological systems work and operates effectively with them. Monitors and Corrects Performance: distinguishes trends, predicts impacts on system operations, diagnose deviations in systems performance and corrects malfunctions. Improves or Designs Systems: suggests modifications to existing systems and develops new or alternative systems to improve performance.1.4 The students will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technology. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.Selects Technology: chooses procedures, tools or equipment including computers and related technology. Applies Technology to Task: understands overall intent and proper procedures for setup and operation of equipment. Maintains and Troubleshoots Equipment: prevents, identifies, or solves problems with equipment, including computers and other technology. Relevance to Work: Refer to CORD Unit 1 Teachers Guide, exercises 1 40, for Relevance to Work (area of application and difficulty) Standard: Unit 2: Estimating AnswersTotal Learning Hours for Standard: 11 hrsCompetency DescriptionMake rough estimates: 1.1.7, 1.1.8, 5.3.1, 5.3.2 Round and truncate whole numbers to a given number of digits: 1.1.7, 1.1.8, 5.3.1, 5.3.2 Round and truncate decimal numbers to a given number of digits: 1.1.7, 1.1.8, 5.3.1, 5.3.2Estimate answers to problems that involve several steps: 1.1.7, 1.1.8, 5.3.1, 5.3.2Check the answers to problems to make sure they are reasonable: 1.1.7, 1.1.8, 5.3.1, 5.3.2**Note: Unit 2 correlates with AMME (Applied Math Made Easy) Unit(s) 5; integrated into all units.Note Bridges: Estimation and Rounding is included in all Units of Bridges as related to each chapter and specific objective.Bridges: Lesson Activities, Math Labs, PortfolioEALRs or GLEs (Taught & Assessed in Standards)MATH1.1Understand and apply concepts and procedures from number sense.1.1.7Apply strategies and uses tools appropriate to tasks involving addition and subtraction of nonnegative decimals or likedenominator fractions. EXAMPLE: Select and use appropriate tools from among mental computation, estimation, calculators, manipulative, and paper and pencil to compute in a given situation. 1.18Apply estimation strategies involving addition and subtraction of nonnegative decimals and likedenominator fractions to predict results or determine reasonableness of answers EXAMPLE:: Explain when an estimation or exact answer is or is not appropriate1.1.8Apply estimation strategies involving addition and subtraction of integers and the four basic operations on nonnegative decimals and fractions to predict results or determine reasonableness of answers. W EXAMPLE: Determine and explain when an approximation, estimation, or exact computation is appropriate and selects or illustrates a reallife situation where estimation is sufficient. 1.1.8Apply estimation strategies involving computation of rational numbers using addition, subtraction, multiplication, division, powers, and square roots to predict results or determine reasonableness of answers. W EXAMPLE: Select, explain, and justify situations Involving rational numbers where estimates are sufficient and others for which an exact value is required. 1.1.8Apply estimation strategies in situations involving multistep computations of rational numbers using addition, subtraction, multiplication, division, powers, and square roots to predict or determine reasonableness of answers. W EXAMPLE: Use a variety of estimation strategies to predict results prior to computation.5.3The student understands how mathematical ideas connect within mathematics, to other subject areas, and to realworld situations.5.3.1Understand that mathematics is used extensively in daily life outside the classroom. EXAMPLE: Generate examples and explain how mathematics is used in everyday life.5.3.1Understand that mathematics is used extensively in daily life outside the classroom. EXAMPLE: Describe situations in which mathematics can be used to solve problems with implications in a classroom or school.5.3.1Understand that mathematics is used extensively in daily life outside the classroom. EXAMPLE: Describe situations in which mathematics can be used to solve problems with local implications in a school or town.5.3.1Describe situations in which mathematics can be used to solve problems with local or statewide implications. EXAMPLE: Describe situations in which mathematics can be used to solve problems with local or statewide implications.5.3.2Understand that mathematics is used in many occupations or careers. EXAMPLE: Describe specific examples of mathematics associated with a given career. 5.3.2Understand that mathematics is used in many occupations or careers. EXAMPLE: Describe the mathematics used by workers in a specific job.WritingReading1.2Use vocabulary (word meaning) strategies to comprehend text.ScienceCommunicationsSocial StudiesArtHealth and FitnessSKILLSSuggested Activities: Refer to CORD Unit 2 Teachers Guide for suggested lab activities that will teach the following state leadership standards.Leadership: Group Skills 2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow.2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community, and business and industry.2.7 The student will demonstrate the ability to train others to understand the established rules and expectations, rationale, and consequences and to follow those rules and expectations.2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.Leadership: Community and Career Skills 3.1 The student will analyze the roles and responsibilities of citizenship.3.2 The student will demonstrate social responsibility in family, community and business and industry.3.3 The student will understand their role, participate in and evaluate community service and service learning activities.3.4 The student will understand the organizational skills necessary to be a successful leader and citizen and practice those skills in real-life.3.6 The student will understand the importance and utilize the components and structure of community-based organizations.Employability: 1.1 The student will demonstrate the ability to identify, organize, plan and allocate resources. This means that the student is able to demonstrate allocating time, money, materials, space and staff.Time: selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules. Money: uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives. Human Resources: assesses skills and distributes work accordingly, evaluates performance and provides feedback.1.2 The student will demonstrate the ability to acquire and use information in family, community, business and industry settings. This means that the students can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information.Acquire and Evaluate Information. Organize and Maintain Information. Interpret and Communicate Information Use Computers to Process Information 1.4 The students will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technology. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.Selects Technology: chooses procedures, tools or equipment including computers and related technology. Applies Technology to Task: understands overall intent and proper procedures for setup and operation of equipment. Maintains and Troubleshoots Equipment: prevents, identifies, or solves problems with equipment, including computers and other technology.  Standard: Unit 3: Measuring in English and Metric UnitsTotal Learning Hours for Standard: 11 hrsCompetency DescriptionUse the common measurements for length, area, volume, capacity and weight in the English system. 1.1, 1.2, 1.2.3, 1.2.6, 1.5, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 3.1, 3.1.1, 3.2, 3.2.2, 3.3, 3.3.1, 3.3.2, 4.1, 4.1.2, 4.2, 4.2.3, 5.3, 5.3.1, 5.3.2Use the common measurement units for length, area, volume, capacity and weight in the metric system. 1.1, 1.2, 1.2.3, 1.2.6, 1.5, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 3.1, 3.1.1, 3.2, 3.2.2, 3.3, 3.3.1, 3.3.2, 4.1, 4.1.2, 4.2, 4.2.3, 5.3, 5.3.1, 5.3.2Convert measurement units from one form to another and carry out calculations that involve various measurement units. 1.1, 1.1.4, 1.1.6, 1.1.8, 1.2, 1.2.6, 1.5, 1.5.4, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 3.1, 3.1.1, 3.2, 3.2.2, 3.3, 3.3.1, 3.3.2, 4.1, 4.1.2, 4.2, 4.2.3, 5.3, 5.3.1, 5.3.2Read measurements taken with common measuring tools. 1.1, 1.2, 1.2.3, 1.2.6, 1.5, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 3.1, 3.1.1, 3.2, 3.2.2, 3.3, 3.3.1, 3.3.2, 4.1, 4.1.2, 4.2, 4.2.3, 5.3, 5.3.1, 5.3.2Use tools to measure quantities and solve problems that involve these measurements. 1.1, 1.1.4, 1.1.6, 1.1.8, 1.2, 1.2.3, 1.2.6, 1.5, 1.5.4, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 3.1, 3.1.1, 3.2, 3.2.2, 3.3, 3.3.1, 3.3.2, 4.1, 4.1.2, 4.2, 4.2.3, 5.3, 5.3.1, 5.3.2Prerequisites from previous units - 2Algebra 1(Mathematics in Context)Unit Analysis**Note: Unit 3 correlates with AMME (Applied Math Made Easy) Unit(s) 7Note Bridges: Metric System (Chapter 10) Partial Coverage, Reading and using measurement tools is not covered by Bridges and should be supplemented with other materials.Bridges: Lesson Activities, Math Labs, PortfolioEALRs or GLEs (Taught & Assessed in Standards)Math1.1Understand and apply concepts and procures from number sense1.1.4Understand the concept of inverse proportion and apply direct and inverse proportion. EXAMPLE: Determine whether a realworld problem involves direct or inverse proportion1.1.4Understand the concept of inverse proportion and apply direct and inverse proportion. EXAMPLE: Use direct or inverse proportion to determine an unknown number of objects or an unknown value in a given situation1.1.6Complete multistep computations with combinations of rational numbers using order of operations and addition, subtraction, multiplication, division, powers, and square roots. EXAMPLE: Apply strategies to complete multistep computations fluently1.1.8Apply estimation strategies in situations involving multistep computations of rational numbers using addition, subtraction, multiplication, division, powers, and square roots to predict or determine reasonableness of answers EXAMPLE: Select, explain, and justify situations involving rational numbers where estimates are sufficient and others for which an exact value is required1.2Understanding and apply concepts and procedures from measurements1.2.3Apply unit conversions within measurement systems, U.S. or metric, to maintain an appropriate level of precision. EXAMPLE: Convert within a system while maintaining the same level of precision.1.2.3Apply unit conversions within measurement systems, U.S. or metric, to maintain an appropriate level of precision. EXAMPLE: Use procedures to convert derived units of measure1.2.3Apply unit conversions within measurement systems, U.S. or metric, to maintain an appropriate level of precision. EXAMPLE: Explain why different situations require different levels of precision1.2.6Understand and apply estimation strategies to obtain reasonable measurements at an appropriate level of precision EXAMPLE: Determine when approximate measurements are sufficient and estimate a reasonable measurement at an appropriate level of precision.1.2.6Understand and apply estimation strategies to obtain reasonable measurements at an appropriate level of precision EXAMPLE: Estimate conversions between yards and meters and quarts and liters1.5Understand and apply concepts and procedures from algebraic sense1.5.4Use variables to write expressions, linear equations and inequalities that represent situations involving rational numbers, whole number (powers, and square roots. Uses variables to write nonlinear equations). EXAMPLE: Describe the meaning of a variable in a formula, expression, equation, or inequality2.1Define problems2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Investigate the situation and determines if there is a problem to solve2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Define or clarify the question the problem presents2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Generate questions to be answered in order to solve the problem2.1.2Determine what information is missing or extraneous EXAMPLE: Determine what needed information is missing2.1.2Determine what information is missing or extraneous EXAMPLE: Differentiate between necessary and extraneous information2.1.3Identify what is known and unknown in complex situations EXAMPLE: Examine information to determine what is known and unknown2.2Construct solutions2.2.1Select and use relevant information to construct solutions EXAMPLE: Select and use relevant information from the problem2.2.1Select and use relevant information to construct solutions EXAMPLE: Determine whether a given solution shows the use of relevant information2.2.2Apply mathematical concepts and procedures from number sense, measurement, geometric sense, probability and statistics, and/or algebraic sense to construct solutions EXAMPLE: Select and use appropriate concepts and procedures to construct a solution2.2.3Apply a variety of strategies and approaches to construct solutions EXAMPLE: Select and use tools to construct a solution2.2.3Apply a variety of strategies and approaches to construct solutions EXAMPLE: Apply a variety of strategies and approaches2.2.3Apply a variety of strategies and approaches to construct solutions EXAMPLE: Determine when an approach is unproductive and modifies or tries a new approach2.2.3Apply a variety of strategies and approaches to construct solutions EXAMPLE: Determine whether a given solution shows the application of strategies that are appropriate2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) EXAMPLE: Check work for mathematical accuracy2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) EXAMPLE: Determine whether the solution is reasonable for the situation2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) EXAMPLE: Check the solution with an estimate or results from an alternate approach2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) EXAMPLE: Check to be certain the solution answers the question3.1Analyze information3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Integrate information from two or more sources3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Compare mathematical information in tables, charts, graphs, text, diagrams, figures, or pictorial representations3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Analyze information to make a conjecture3.2Conclude3.2.1Draw and support conclusions, using inductive or deductive reasoning EXAMPLE: Draw a conclusion from a given situation and support the conclusion with appropriate mathematical data or facts3.2.2Evaluate procedures and conclusions to make needed revisions EXAMPLE: Check the viability and appropriate use of a selected procedure in a given situation 3.2.2Evaluate procedures and conclusions to make needed revisions EXAMPLE: Evaluate a conclusion based on given information and/or procedures used and describes a revision as needed3.3Verify results3.3.1Justify results using inductive or deductive reasoning EXAMPLE: Justify results using evidence and information from the problem situation and/or known facts, patterns, relationships, and proportional reasoning3.3.2Evaluate reasonableness of results EXAMPLE: Check for reasonableness of results in a given situation3.3.2Evaluate reasonableness of results EXAMPLE: Verify that the solution to a realworld problem makes sense in relation to the situation4.1Gather information4.1.2Extract mathematical information from multiple sources EXAMPLE: Write or identify questions to be answered using data sources such as magazines, newspapers, menus, sales or travel brochures, TV or bus schedules, and/or sales receipts4.1.2Extract mathematical information from multiple sources EXAMPLE: Extract and use mathematical information from various sources such as pictures, symbols, text, tables, charts, graphs, diagrams, and models for a purpose4.2Organize, represent, and share information4.2.3Use mathematical language to explain or describe mathematical ideas and information in ways appropriate for audience and purpose EXAMPLE: Use both everyday and mathematical language and notation to explain, defend, or present mathematical ideas, facts, procedures, or strategies appropriate for a given audience or purpose5.3Relate mathematical concepts and procedures to realworld situations5.3.1Understand that mathematics is used extensively in daily life outside the classroom EXAMPLE: Describe situations in which mathematics can be used to solve problems with local, national, or international implications5.3.2Understand that mathematics is used in many occupations or careers EXAMPLE: Describe specific examples of mathematics associated with a given careerWritingReading1.2Use vocabulary (word meaning) strategies to comprehend textScienceCommunicationsSocial StudiesArtHealth and FitnessSKILLSSuggested Activities: Refer to Unit 3 Teachers Guide for suggested lab activities that will teach the following state leadership standards.Leadership: Group Skills 2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow.2.7 The student will demonstrate the ability to train others to understand the established rules and expectations, rationale, and consequences and to follow those rules and expectations.2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.Leadership: Community and Career Skills 3.2 The student will demonstrate social responsibility in family, community and business and industry.3.4 The student will understand the organizational skills necessary to be a successful leader and citizen and practice those skills in real-life.Employability: 1.1 The student will demonstrate the ability to identify, organize, plan and allocate resources. This means that the student is able to demonstrate allocating time, money, materials, space and staff.Time: selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules. Money: uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives. Human Resources: assesses skills and distributes work accordingly, evaluates performance and provides feedback.1.2 The student will demonstrate the ability to acquire and use information in family, community, business and industry settings. This means that the students can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information.Acquire and Evaluate Information. Organize and Maintain Information.Relevance to Work: Refer to CORD Unit 3 Teachers Guide, exercises 1 40, for Relevance to Work (area of application and difficulty)Standard: Unit 4: Using Graphs, Charts, and TablesTotal Learning Hours for Standard: 11 hrsCompetency DescriptionRead and draw bar graphs. 1.4, 1.4.3, 1.4.6, 2.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 3.1, 3.1.1, 3.2, 3.2.1, 3.2.2, 3.3, 3.3.1, 3.3.2, 3.3.3, 4.1, 4.1.2, 4.2, 4.2.1, 4.2.2, 4.2.3, 5.1, 5.1.2, 5.2, 5.2.1, 5.3, 5.3.1, 5.3.2Read circle graphs. 1.4, 1.4.3, 1.4.6, 2.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 3.1, 3.1.1, 3.2, 3.2.1, 3.2.2, 3.3, 3.3.1, 3.3.2, 3.3.3, 4.1, 4.1.2, 4.2, 4.2.1, 4.2.2, 4.2.3, 5.1, 5.1.2, 5.2, 5.2.1, 5.3, 5.3.1, 5.3.2Read and draw line graphs. 1.4, 1.4.3, 1.4.6, 2.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 3.1, 3.1.1, 3.2, 3.2.1, 3.2.2, 3.3, 3.3.1, 3.3.2, 3.3.3, 4.1, 4.1.2, 4.2, 4.2.1, 4.2.2, 4.2.3, 5.1, 5.1.2, 5.2, 5.2.1, 5.3, 5.3.1, 5.3.2 Interpolate readings on a graph. 1.4, 1.4.3, 1.4.6, 2.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 3.1, 3.1.1, 3.2, 3.2.1, 3.2.2, 3.3, 3.3.1, 3.3.2, 3.3.3, 4.1, 4.1.2, 4.2, 4.2.1, 4.2.2, 4.2.3, 5.1, 5.1.2, 5.2, 5.2.1, 5.3, 5.3.1, 5.3.2Extend a line graph so you can estimate more values. 1.4, 1.4.3, 1.4.6, 2.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 3.1, 3.1.1, 3.2, 3.2.1, 3.2.2, 3.3.1, 3.3.2, 3.3, 3.3.3, 4.1, 4.1.2, 4.2, 4.2.1, 4.2.2, 4.2.3, 5.1, 5.1.2, 5.2, 5.2.1, 5.3, 5.3.1, 5.3.2Prerequisites from previous units 1, 2, 3Algebra 1(Mathematics in Context)Unit Analysis**Note: Unit 4 correlates with AMME (Applied Math Made Easy) Unit(s) 10Note Bridges: Working with Data (Chapter 2) Covers using and reading graphs. Good explanations of Stem & Leaf and Box & Whisker Plots. Supplemental Materials for interpolate and extending line graphs. Must be covered with supplemental materials.Bridges: Math Activities, Math Labs, Technology, PortfolioEALRs or GLEs (Taught & Assessed in Standards)Math1.4Understand and apply concepts and procedures of mathematics1.4.3Determine possible sources of bias in questions, data collection methods, samples, and/or measures of central tendency and describe how such bias can be controlled EXAMPLE: Determine how data collection methods impact the accuracy of the results1.4.6Determine and explain how the same set of data can support different points of view. EXAMPLE: Explain how the same set of data can support different points of view 2.1Define problems2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Investigate the situation and determines if there is a problem to solve2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Define or clarify the question the problem presents2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Generate questions to be answered in order to solve the problem2.1.2Determine what information is missing or extraneous EXAMPLE: Determine what needed information is missing2.1.2Determine what information is missing or extraneous EXAMPLE: Differentiate between necessary and extraneous information2.1.3Identify what is known and unknown in complex situations EXAMPLE: Examine information to determine what is known and unknown2.2Construct solutions2.2.1Select and use relevant information to construct solutions EXAMPLE: Select and use relevant information from the problem2.2.1Select and use relevant information to construct solutions EXAMPLE: Determine whether a given solution shows the use of relevant information3.1Analyze information3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Analyze mathematical information or results3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Integrate information from two or more sources3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Compare mathematical information in tables, charts, graphs, text, diagrams, figures, or pictorial representations3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Analyze information to make a conjecture3.2Conclude3.2.1Draw and support conclusions, using inductive or deductive reasoning EXAMPLE: Use data or examples as evidence to support or contradict a conclusion or conjecture3.2.2Evaluate procedures and conclusions to make needed revisions EXAMPLE: Check the viability and appropriate use of a selected procedure in a given situation 3.2.2Evaluate procedures and conclusions to make needed revisions EXAMPLE: Evaluate a conclusion based on given information and/or procedures used and describes a revision as needed3.3Verify results3.3.1Justify results using inductive or deductive reasoning EXAMPLE: Justify results using evidence and information from the problem situation and/or known facts, patterns, relationships, and proportional reasoning3.3.2Evaluate reasonableness of results EXAMPLE: Check for reasonableness of results in a given situation3.3.2Evaluate reasonableness of results EXAMPLE: Verify that the solution to a realworld problem makes sense in relation to the situation3.3Verify Results3.3.3Validate thinking about mathematical ideas EXAMPLE: Justify or refute claims and supporting arguments using data, models, known facts, patterns, relationships, counter examples, and/or proportional reasoning4.1Gather information4.1.2Extract mathematical information from multiple sources EXAMPLE: Extract and use mathematical information from various sources such as pictures, symbols, text, tables, charts, graphs, diagrams, and models for a purpose4.2Organize, represent, and share information4.2.1Organize, clarify, and refine mathematical information relevant to a given purpose EXAMPLE: Select a useful format and organize mathematical information for a given purpose4.2.1Organize, clarify, and refine mathematical information relevant to a given purpose EXAMPLE: Create an organized list to communicate information to a specific audience and/or for a specific purpose4.2.2Represent mathematical information in graphs or other appropriate forms EXAMPLE: Represent mathematical information using pictures, tables, Venn diagrams, scatter plots, 2 or 3dimensional drawings, or other appropriate including title, labels, appropriate and consistent scales, and accurate display of data4.2.3Use mathematical language to explain or describe mathematical ideas and information in ways appropriate for audience and purpose EXAMPLE: Use both everyday and mathematical language and notation to explain, defend, or present mathematical ideas, facts, procedures, or strategies appropriate for a given audience or purpose5.1Relate concepts and procedures within mathematics5.1.2Relate and use different mathematical models and representations of the same situation EXAMPLE: Explain or demonstrate how two or more different models represent the same mathematical idea5.1.2Relate and use different mathematical models and representations of the same situation EXAMPLE: Create a model or representation that is equivalent to a given graphical, numerical, pictorial, geometric, and/or written model or representation5.1.2Relate and use different mathematical models and representations of the same situation EXAMPLE: Create two or more equivalent models or representations for a given situation5.2Relate mathematical concepts and procedures to other disciplines5.2.1Use mathematical patterns and ideas to extend mathematical thinking and modeling to other disciplines EXAMPLE: Provide examples of using mathematical thinking, patterns, ideas, and modeling in other disciplines5.3Relate mathematical concepts and procedures to realworld situations5.3.1Understand that mathematics is used extensively in daily life outside the classroom EXAMPLE: Describe situations in which mathematics can be used to solve problems with local, national, or international implications5.3.2Understand that mathematics is used in many occupations or careers EXAMPLE: Describe specific examples of mathematics associated with a given careerWritingReading1.2Use vocabulary (word meaning) strategies to comprehend textScienceCommunicationsSocial StudiesArtHealth and FitnessSKILLSSuggested Activities: Refer to Unit 4 Teachers Guide for suggested lab activities that will teach the following state leadership standards.Leadership: Group Skills 2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow.2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community, and business and industry.2.7 The student will demonstrate the ability to train others to understand the established rules and expectations, rationale, and consequences and to follow those rules and expectations.2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.Leadership: Community and Career Skills 3.2 The student will demonstrate social responsibility in family, community and business and industry.3.4 The student will understand the organizational skills necessary to be a successful leader and citizen and practice those skills in real-life.3.6The student will understand the importance and utilize the components and structure of community-based organizations.Employability: 1.1 The student will demonstrate the ability to identify, organize, plan and allocate resources. This means that the student is able to demonstrate allocating time, money, materials, space and staff.Time: selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules. Money: uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives. Human Resources: assesses skills and distributes work accordingly, evaluates performance and provides feedback.1.2 The student will demonstrate the ability to acquire and use information in family, community, business and industry settings. This means that the students can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information.Acquire and Evaluate Information. Organize and Maintain Information. Interpret and Communicate Information1.4 The students will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technology. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.Selects Technology: chooses procedures, tools or equipment including computers and related technology. Applies Technology to Task: understands overall intent and proper procedures for setup and operation of equipment. Maintains and Troubleshoots Equipment: prevents, identifies, or solves problems with equipment, including computers and other technology. Relevance to Work: Refer to CORD Unit 4 Teachers Guide, exercises 1 40, for Relevance to Work (area of application and difficulty) Standard: Unit 5 Dealing With DataTotal Learning Hours for Standard: 15 hrsCompetency DescriptionRecognize a problem that needs more data, and find a source for that data. Collect the data you need to solve a problem. 4.1.1, 5.1.2Organize the data to help you solve the problem. 2.1.1, 2.2.2, 4.2.1, 4.2.2Interpret or use the data so you can solve the problem. 3.2.1, 3.3.3, 5.3.1, 5.3.2Prerequisites from previous units 1, 3, 4**Note: Unit 5 correlates with AMME (Applied Math Made Easy) Unit(s) - integrated into all unitsNote Bridges: Working with Data (Chapter 2). Collection of data and finding source of data must be supplemented in this chapter to make problems realistic as real world problems.Bridges: Math Activities, Math Labs, Technology, PortfolioEALRs or GLEs (Taught & Assessed in Standards)Math2.1Define problems2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Define or clarify the question the problem presents3.2Conclude3.2.1Draw and support conclusions, using inductive or deductive reasoning EXAMPLE: Draw a conclusion from a given situation and support the conclusion with appropriate mathematical data or facts3.3Verify Results3.3.3Validate thinking about mathematical ideas EXAMPLE: Justify or refute claims and supporting arguments using data, models, known facts, patterns, relationships, counter examples, and/or proportional reasoning4.1Gather information4.1.1Develop, select, and/or apply an efficient system for collecting mathematical information EXAMPLE: Determine appropriate mathematical information needed for a specific purpose or audience4.2Organize, represent, and share information4.2.1Organize, clarify, and refine mathematical information relevant to a given purpose EXAMPLE: Select a useful format and organize mathematical information for a given purpose4.2.2Represent mathematical information in graphs or other appropriate forms EXAMPLE: Represent mathematical information using pictures, tables, Venn diagrams, scatter plots, 2 or 3dimensional drawings, or other appropriate including title, labels, appropriate and consistent scales, and accurate display of data5.1Relate concepts and procedures within mathematics5.1.2Relate and use different mathematical models and representations of the same situation EXAMPLE: Create a model or representation that is equivalent to a given graphical, numerical, pictorial, geometric, and/or written model or representation5.3Relate mathematical concepts and procedures to realworld situations.5.3.1Understand that mathematics is used extensively in daily life outside the classroom EXAMPLE: Describe situations in which mathematics can be used to solve problems with local, national, or international implications5.3.2Understand that mathematics is used in many occupations or careers EXAMPLE: Describe specific examples of mathematics associated with a given careerReadingCommunicationsScienceSocial StudiesArtHealth and FitnessSKILLSSuggested Activities: Refer to Unit 5 Teachers Guide for suggested lab activities that will teach the following state leadership standards.Leadership: Group Skills 2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow.2.7 The student will demonstrate the ability to train others to understand the established rules and expectations, rationale, and consequences and to follow those rules and expectations.2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.Leadership: Community and Career Skills 3.1 The student will analyze the roles and responsibilities of citizenship.3.6The student will understand the importance and utilize the components and structure of community-based organizations.Acquire and Evaluate Information. Organize and Maintain Information. Interpret and Communicate Information Use Computers to Process Information 1.3 The student will demonstrate an understanding of complex interrelationships (systems). This means that the student understands social, organizational, and technological systems; they can monitor and correct performance; and they can design or improve systems.Understands Systems: knows how social, organizational, and technological systems work and operates effectively with them. Monitors and Corrects Performance: distinguishes trends, predicts impacts on system operations, diagnose deviations in systems performance and corrects malfunctions. Improves or Designs Systems: suggests modifications to existing systems and develops new or alternative systems to improve performance.1.4 The students will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technology. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.Relevance to Work: Refer to CORD Unit 5 Teachers Guide, exercises 1 40, for Relevance to Work (area of application and difficulty) Standard: Unit 6: Working with Lines and AnglesTotal Learning Hours for Standard: 11 hrsCompetency DescriptionName the different parts of lines, angles, and circles. 2.2.2, 4.1.2, 4.2.2Recognize parallel and perpendicular lines. 2.2.2, 4.1.2, 4.2.2Draw lines, angles, and circles. 2.2.2, 4.1.2, 4.2.2Measure line segments and angles. 2.2.2, 4.1.2, 4.2.2, 5.1.1, 5.1.2Draw lines and angles to produce parallel and perpendicular lines. 2.2.2, 4.1.2, 4.2.2, 5.1.1, 5.1.2Use geometric figures to solve work-related problems. 5.3.1Prerequisites from previous units 1, 2, 3Geometry Mathematics in Context Chapter 11.1Basic Geometric Figures1.2Measuring Line Segments1.3Measuring Angles1.4Special Pairs of Angles1.5Perpendicular and Parallel Lines1.6Constructions Note: Unit 1 correlates with CORD Applied Math Unit 6.Geometry Mathematics in Context Chapter 33.1Lines in Space3.2Parallel Lines and Transversals3.3Proving Lines Parallel Note: Unit 3 correlates with CORD Applied Math Units 6 and 7.**Note: Unit 6 correlates with AMME (Applied Math Made Easy) Unit(s) 9Note Bridges: Introduction to Geometry (Chapter 9) Supplemental materials must be used for instructing drawing of lines (including parallel and perpendicular lines), angles and circles. Bridges: Math Activities, Math Labs, PortfolioEALRs or GLEs (Taught & Assessed in Standards)Math1.2Understand and apply concepts and procedures from measurement1.2.3Apply unit conversions within measurement systems, U.S. or metric, to maintain an appropriate level of precision. EXAMPLE: Convert within a system while maintaining the same level of precision. 1.2.6Understand and apply estimation strategies to obtain reasonable measurements at an appropriate level of precision. EXAMPLE: Determine when approximate measurements are sufficient and estimate a reasonable measurement at an appropriate level of precision.2.2Construct solutions.2.2.2Apply mathematical concepts and procedures from number sense, measurement, geometric sense, (probability and statistics, and/or algebraic sense) to construct solutions. EXAMPLE: Select and use appropriate concepts and procedures to construct a solution. 2.2.3Apply a variety of strategies and approaches to construct solutions. EXAMPLE: Select and use tools to construct a solution.2.24Determine whether a solution is viable, is mathematically correct, and answers the question(s). EXAMPLE: Determine whether the solution is reasonable for the situation.3.3Verify results3.3.2Evaluate reasonableness of results EXAMPLE: Check for reasonableness of results in a given situation4.1Gather information4.1.2Extract mathematical information from multiple sources EXAMPLE: Extract and use mathematical information from various sources such as pictures, symbols, text, tables, charts, graphs, diagrams, and models for a purpose.4.2Organize, represent, and share information4.2.2Represent mathematical information in (graphs or other ) appropriate forms EXAMPLE: Represent mathematical information using pictures, (tables, Venn diagrams, scatter plots, 2 or 3dimensional drawings,) or other appropriate including title, labels, appropriate and consistent scales, and accurate display of data5.1Relate concepts and procedures within mathematics.5.1.1Apply concepts and procedures from two or more content strands, including number sense, measurement, geometric sense, (probability and statistics, and/or algebraic sense), in a given problem or situation. EXAMPLE: Use concepts and procedures from two or more content strands in a given problem or situation.5.1.2Relate and use different mathematical models and representations of the same situation. EXAMPLE: Create a model or representation that is equivalent to a given graphical, numerical, pictorial, geometric, and/or written model or representation.5.2Relate mathematical concepts and procedures to other disciplines5.2.1Use mathematical patterns and ideas to extend mathematical thinking and modeling to other disciplines. EXAMPLE: Provide examples of using mathematical thinking, patterns, ideas, and modeling in other disciplines5.3Relate mathematical concepts and procedures to realworld situations.5.3.1Understand that mathematics is used extensively in daily life outside the classroom. EXAMPLE: Describe situations in which mathematics can be used to solve problems with local, national, or international implications.WritingReading1.2Use vocabulary (word meaning) strategies to comprehend textScienceCommunicationsSocial StudiesArtHealth and FitnessSKILLSLeadership: Refer to Unit 6 Teachers Guide for suggested lab activities that will teach the state leadership standards identified in Units A, B, and C above.Leadership: Individual Skills 1.1 The student will analyze, refine, and apply decision-making skills through classroom, family, community, and business, and industry (work-related) experiences.1.5 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions.1.6 The student will demonstrate self-advocacy skills by achieving planned, individual goals.1.7 The student will conduct self in a professional manner in practical career applications, organizational forums, and decision-making bodies.Leadership: Group Skills 2.1 The student will communicate, participate, and advocate effectively in pairs, small groups, teams, and large groups in order to reach common goals.2.2 The student will demonstrate knowledge of conflict resolution and challenge management.2.6 The student will use knowledge, build interest, guide and influence decisions, organize efforts, and involve members of a group to assure that a pre-planned group activity is completed.2.7 The student will demonstrate the ability to train others to understand the established rules and expectations, rationale, and consequences and to follow those rules and expectations.2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.Leadership: Community and Career Skills 3.1 The student will analyze the roles and responsibilities of citizenship.3.2 The student will demonstrate social responsibility in family, community and business and industry.3.4 The student will understand the organizational skills necessary to be a successful leader and citizen and practice those skills in real-life.Employability: 1.1 The student will demonstrate the ability to identify, organize, plan and allocate resources. This means that the student is able to demonstrate allocating time, money, materials, space and staff.Acquire and Evaluate Information. Organize and Maintain Information. Interpret and Communicate Information Use Computers to Process Information 1.4 The students will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technology. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.Selects Technology: chooses procedures, tools or equipment including computers and related technology. Relevance to Work: Refer to CORD Unit 6 Teachers Guide, exercises 1-40 for Relevance to Work (area of application and difficulty)Standard: Unit 7 Working with Shapes in Two DimensionsTotal Learning Hours for Standard: 11 hrsCompetency DescriptionIdentify common figures (such as rectangles, squares, triangles, parallelograms, trapezoids, and circles) within objects. 1.1, 1.2, 1.3, 1.3.3, 2.1, 2.1.1, 3.2, Calculate the perimeter and area of common figures. 1.1, 1.1.1, 1.1.6, 1.2, 1.2.1, 1.2.3, 1.3, 1.3.3, 1.5, 1.5.5, 1.5.6, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 3.1, 3.1.1, 3.2, 3.2.1, 3.2.2, 3.3, 3.3.1, 3.3.2, 3.3, 3.3.3, 4.1, 4.1.2, 4.2, 4.2.1, 4.2.2, 4.2.3, 5.1, 5.1.2, 5.2, 5.2.1, 5.3, 5.3.1, 5.3.2Calculate the circumference and area of circles. 1.1, 1.1.1, 1.1.5, 1.1.6, 1.2, 1.2.1, 1.2.3, 1.3, 1.3.3, 1.5, 1.5.5, 1.5.6, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 3.1, 3.1.1, 3.2, 3.2.1, 3.2.2, 3.3, 3.3.1, 3.3.2, 3.3, 3.3.3, 4.1, 4.1.2, 4.2, 4.2.1, 4.2.2, 4.2.3, 5.1, 5.1.2, 5.2, 5.2.1, 5.3, 5.3.1, 5.3.2Solve work-related problems that involve common figures. 1.1, 1.1.1, 1.1.5, 1.1.6, 1.2, 1.2.1, 1.2.3, 1.3, 1.3.3, 1.5, 1.5.5, 1.5.6, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 3.1, 3.1.1, 3.2, 3.2.1, 3.2.2, 3.3, 3.3.1, 3.3.2, 3.3, 3.3.3, 4.1, 4.1.2, 4.2, 4.2.1, 4.2.2, 4.2.3, 5.1, 5.1.2, 5.2, 5.2.1, 5.3, 5.3.1, 5.3.2Prerequisites from previous units 1, 2, 3, 6Geometry Mathematics in Context Chapter 33.4The Triangle Theorem3.5Inequalities in Geometry3.6The Triangle Inequality TheoremGeometry Mathematics in Context Chapter 55.1Polygons5.2Angles of Polygons5.3Properties of Quadrilaterals5.4Parallelograms5.5Special Parallelograms5.6TrapezoidsGeometry Mathematics in Context Chapter 88.1Rectangles and Squares8.2Parallelograms and Triangles8.3Trapezoids8.4Regular Polygons8.5Circumference and Area8.6Areas of Similar Figures8.7Geometric ProbabilityGeometry Mathematics in Context Chapter 99.1Equations of Circles9.2Tangents9.3Chords and Arcs9.4Inscribed Angles9.5Tangents and Secants9.6Loci**Note: Unit 7 correlates with AMME (Applied Math Made Easy) Unit(s) 12Note Bridges: Introduction to Geometry (chapter 9); Measurement (Chapter 11)Bridges: Math Activities, Math Labs, PortfolioEALRs or GLEs (Taught & Assessed in Standards)Math1.1Understand and apply concepts and procedures from number sense1.1.1Understand and use scientific notation EXAMPLE: Express and/or use equivalents among fractions, decimals, percents, integers, positive integer exponents, square roots, and/or numbers written in scientific notation1.1.1Understand and use scientific notation EXAMPLE: Read and translate numbers represented in scientific notation from calculators and other technology, texts, tables, and charts1.1.1Understand and use scientific notation EXAMPLE: Use scientific notation in a given situation1.1.5Compute using scientific notation EXAMPLE: Compute using scientific notation1.1.5Compute using scientific notation EXAMPLE: Use scientific notation to simplify a calculation1.1.6Complete multistep computations with combinations of rational numbers using order of operations and addition, subtraction, multiplication, division, powers, and square roots EXAMPLE: Calculate using order of operations on rational numbers1.1.6Complete multistep computations with combinations of rational numbers using order of operations and addition, subtraction, multiplication, division, powers, and square roots EXAMPLE: Apply strategies to complete multistep computations fluently1.2Understand and apply concepts and procedures from measurement1.2.1Understand the relationship between change in one or two linear dimension(s) and corresponding change in perimeter, area, surface area, and volume EXAMPLE: Determine and/or describe the impact of a change in two linear dimensions on perimeter, area, surface area, and/or volume1.2.1Understand the relationship between change in one or two linear dimension(s) and corresponding change in perimeter, area, surface area, and volume EXAMPLE: Describe how changes in one or more linear dimensions affect perimeter, area, and/or volume in real world situations1.2.1Understand the relationship between change in one or two linear dimension(s) and corresponding change in perimeter, area, surface area, and volume EXAMPLE: Determine the change in one or more linear dimensions given a change in perimeter, area, surface area, and/or volume1.2.3Apply unit conversions within measurement systems, U.S. or metric, to maintain an appropriate level of precision EXAMPLE: Convert within a system while maintaining the same level of precision1.2.3Apply unit conversions within measurement systems, U.S. or metric, to maintain an appropriate level of precision EXAMPLE: Use procedures to convert derived units of measure1.3Understand and apply concepts and procedures from geometric sense1.3.3Use geometric properties to determine and plot points on a coordinate grid EXAMPLE: Determine geometric properties of twodimensional objects using coordinates on a grid1.5Understand and apply concepts and procedures from algebraic sense1.5.5Apply algebraic properties to simplify expressions involving whole number exponents EXAMPLE: Evaluate formulas or expressions that involve squares or cubes1.5.6Apply properties to solve multistep equations and systems of equations EXAMPLE: Rearrange formulas to solve for a particular variable1.5.6Apply properties to solve multistep equations and systems of equations EXAMPLE: Use systems of equations to determine the optimal solution for a given situation2.1Define problems2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Investigate the situation and determines if there is a problem to solve2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Define or clarify the question the problem presents2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Generate questions to be answered in order to solve the problem2.1.2Determine what information is missing or extraneous EXAMPLE: Determine what needed information is missing2.1.2Determine what information is missing or extraneous EXAMPLE: Differentiate between necessary and extraneous information2.1.3Identify what is known and unknown in complex situations EXAMPLE: Examine information to determine what is known and unknown2.2Construct solutions2.2.1Select and use relevant information to construct solutions EXAMPLE: Select and use relevant information from the problem2.2.1Select and use relevant information to construct solutions EXAMPLE: Determine whether a given solution shows the use of relevant information2.2.2Apply mathematical concepts and procedures from number sense, measurement, geometric sense, probability and statistics, and/or algebraic sense to construct solutions EXAMPLE: Select and use appropriate concepts and procedures to construct a solution2.2.3Apply a variety of strategies and approaches to construct solutions EXAMPLE: Select and use tools to construct a solution2.2.3Apply a variety of strategies and approaches to construct solutions EXAMPLE: Apply a variety of strategies and approaches2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) EXAMPLE: Check work for mathematical accuracy2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) EXAMPLE: Determine whether the solution is reasonable for the situation2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) EXAMPLE: Check the solution with an estimate or results from an alternate approach2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) EXAMPLE: Check to be certain the solution answers the question3.1Analyze information3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Analyze mathematical information or results3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Integrate information from two or more sources3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Compare mathematical information in tables, charts, graphs, text, diagrams, figures, or pictorial representations3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Analyze information to make a conjecture3.2Conclude3.2.1Draw and support conclusions, using inductive or deductive reasoning EXAMPLE: Use data or examples as evidence to support or contradict a conclusion or conjecture3.2.2Evaluate procedures and conclusions to make needed revisions EXAMPLE: Check the viability and appropriate use of a selected procedure in a given situation 3.2.2Evaluate procedures and conclusions to make needed revisions EXAMPLE: Evaluate a conclusion based on given information and/or procedures used and describes a revision as needed3.3Verify results3.3.1Justify results using inductive or deductive reasoning EXAMPLE: Justify results using evidence and information from the problem situation and/or known facts, patterns, relationships, and proportional reasoning3.3.2Evaluate reasonableness of results EXAMPLE: Check for reasonableness of results in a given situation3.3.2Evaluate reasonableness of results EXAMPLE: Verify that the solution to a realworld problem makes sense in relation to the situation3.3Verify Results3.3.3Validate thinking about mathematical ideas EXAMPLE: Justify or refute claims and supporting arguments using data, models, known facts, patterns, relationships, counter examples, and/or proportional reasoning4.1Gather information4.1.2Extract mathematical information from multiple sources EXAMPLE: Extract and use mathematical information from various sources such as pictures, symbols, text, tables, charts, graphs, diagrams, and models for a purpose4.2Organize, represent, and share information4.2.1Organize, clarify, and refine mathematical information relevant to a given purpose EXAMPLE: Select a useful format and organize mathematical information for a given purpose4.2.2Represent mathematical information in graphs or other appropriate forms EXAMPLE: Represent mathematical information using pictures, tables, Venn diagrams, scatter plots, 2 or 3dimensional drawings, or other appropriate including title, labels, appropriate and consistent scales, and accurate display of data4.2.3Use mathematical language to explain or describe mathematical ideas and information in ways appropriate for audience and purpose EXAMPLE: Use both everyday and mathematical language and notation to explain, defend, or present mathematical ideas, facts, procedures, or strategies appropriate for a given audience or purpose5.1Relate concepts and procedures within mathematics5.1.2Relate and use different mathematical models and representations of the same situation EXAMPLE: Explain or demonstrate how two or more different models represent the same mathematical idea5.2Relate mathematical concepts and procedures to other disciplines5.2.1Use mathematical patterns and ideas to extend mathematical thinking and modeling to other disciplines EXAMPLE: Provide examples of using mathematical thinking, patterns, ideas, and modeling in other disciplines5.3Relate mathematical concepts and procedures to realworld situations5.3.1Understand that mathematics is used extensively in daily life outside the classroom EXAMPLE: Describe situations in which mathematics can be used to solve problems with local, national, or international implications5.3.2Understand that mathematics is used in many occupations or careers EXAMPLE: Describe specific examples of mathematics associated with a given career5.3.2Understand that mathematics is used in many occupations or careers EXAMPLE: Explain the mathematics used by workers in a specific jobWritingReading1.2Use vocabulary (word meaning) strategies to comprehend textScienceCommunicationsSocial StudiesArtHealth and FitnessSKILLSSuggested Activities: Refer to Unit 7 Teachers Guide for suggested lab activities that will teach the following state leadership standards.Leadership: Group Skills 2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow.2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community, and business and industry.2.7 The student will demonstrate the ability to train others to understand the established rules and expectations, rationale, and consequences and to follow those rules and expectations.2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.Leadership: Community and Career Skills 3.2 The student will demonstrate social responsibility in family, community and business and industry.3.4 The student will understand the organizational skills necessary to be a successful leader and citizen and practice those skills in real-life.3.6The student will understand the importance and utilize the components and structure of community-based organizations.Employability: 1.1 The student will demonstrate the ability to identify, organize, plan and allocate resources. This means that the student is able to demonstrate allocating time, money, materials, space and staff.Time: selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules. Money: uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives. Human Resources: assesses skills and distributes work accordingly, evaluates performance and provides feedback.Relevance to Work: Refer to CORD Unit 7 Teachers Guide, exercises 1 40, for Relevance to Work (area of application and difficulty) Standard: Unit 8 Working with Shapes in Three DimensionsTotal Learning Hours for Standard: 11 hrsCompetency DescriptionIdentify cylinders, rectangular solids, cones, and spheres. 1.1, 1.1.1, Calculate surface area and volume for cylinders, rectangular solids, cones, and spheres. 1.1, 1.1.1, 1.1.5, 1.1.6, 1.2.1, 1.2.3, 1.3, 1.3.3, 1.5, 1.5.5, 1.5.6, 2.1, 2.2.2, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 3.1, 3.1.1, 3.2, 3.2.1, 3.2.2, 3.3, 3.3.1, 3.3.2, 3.3, 3.3.3, 4.1, 4.1.2, 4.2, 4.2.1, 4.2.2, 4.2.3, 5.1, 5.1.2, 5.2, 5.2.1, 5.3, 5.3.1, 5.3.2Solve problems that involve cylinders, rectangular solids, cones and spheres. 1.1, 1.1.1, 1.1.5, 1.1.6, 1.2.1, 1.2.3, 1.3, 1.3.3, 1.5, 1.5.5, 1.5.6, 2.1, 2.2.2, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 3.1, 3.1.1, 3.2, 3.2.1, 3.2.2, 3.3, 3.3.1, 3.3.2, 3.3, 3.3.3, 4.1, 4.1.2, 4.2, 4.2.1, 4.2.2, 4.2.3, 5.1, 5.1.2, 5.2, 5.2.1, 5.3, 5.3.1, 5.3.2Prerequisites from previous units 1, 2, 3, 6, 7Geometry Mathematics in Context Chapter 1010.1Drawing Three-Dimensional Objects10.2Perspective Drawing10.3Surface Area of Prisms and Cylinders10.4Volume of Prisms and Cylinders10.5Pyramids10.6Cones10.7Spheres10.8Volumes of Similar Figures10.9Cross Sections**Note: Unit 8 correlates with AMME (Applied Math Made Easy) Unit(s) 13 and 15Bridges: Surface Area and Volume (Chapter 12)Bridges: Math Activities, Math Labs, PortfolioEALRs or GLEs (Taught & Assessed in Standards)Math1.1Understand and apply concepts and procedures from number sense1.1.1Understand and use scientific notation EXAMPLE: Express and/or use equivalents among fractions, decimals, percents, integers, positive integer exponents, square roots, and/or numbers written in scientific notation1.1.1Understand and use scientific notation EXAMPLE: Read and translate numbers represented in scientific notation from calculators and other technology, texts, tables, and charts1.1.1Understand and use scientific notation EXAMPLE: Use scientific notation in a given situation1.1.5Compute using scientific notation EXAMPLE: Compute using scientific notation1.1.5Compute using scientific notation EXAMPLE: Use scientific notation to simplify a calculation1.1.6Complete multistep computations with combinations of rational numbers using order of operations and addition, subtraction, multiplication, division, powers, and square roots EXAMPLE: Calculate using order of operations on rational numbers1.1.6Complete multistep computations with combinations of rational numbers using order of operations and addition, subtraction, multiplication, division, powers, and square roots EXAMPLE: Apply strategies to complete multistep computations fluently1.2Understand and apply concepts and procedures from measurement1.2.1Understand the relationship between change in one or two linear dimension(s) and corresponding change in perimeter, area, surface area, and volume EXAMPLE: Determine and/or describe the impact of a change in two linear dimensions on perimeter, area, surface area, and/or volume1.2.1Understand the relationship between change in one or two linear dimension(s) and corresponding change in perimeter, area, surface area, and volume EXAMPLE: Describe how changes in one or more linear dimensions affect perimeter, area, and/or volume in real world situations1.2.1Understand the relationship between change in one or two linear dimension(s) and corresponding change in perimeter, area, surface area, and volume EXAMPLE: Determine the change in one or more linear dimensions given a change in perimeter, area, surface area, and/or volume1.2.3Apply unit conversions within measurement systems, U.S. or metric, to maintain an appropriate level of precision EXAMPLE: Convert within a system while maintaining the same level of precision1.2.3Apply unit conversions within measurement systems, U.S. or metric, to maintain an appropriate level of precision EXAMPLE: Use procedures to convert derived units of measure1.3Understand and apply concepts and procedures from geometric sense1.3.3Use geometric properties to determine and plot points on a coordinate grid EXAMPLE: Determine geometric properties of twodimensional objects using coordinates on a grid1.5Understand and apply concepts and procedures from algebraic sense1.5.5Apply algebraic properties to simplify expressions involving whole number exponents EXAMPLE: Evaluate formulas or expressions that involve squares or cubes1.5.6Apply properties to solve multistep equations and systems of equations EXAMPLE: Rearrange formulas to solve for a particular variable1.5.6Apply properties to solve multistep equations and systems of equations EXAMPLE: Use systems of equations to determine the optimal solution for a given situation2.1Define problems2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Investigate the situation and determines if there is a problem to solve2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Define or clarify the question the problem presents2.1.1Formulate questions to be answered to solve a problem EXAMPLE: Generate questions to be answered in order to solve the problem2.1.2Determine what information is missing or extraneous EXAMPLE: Determine what needed information is missing2.1.2Determine what information is missing or extraneous EXAMPLE: Differentiate between necessary and extraneous information2.1.3Identify what is known and unknown in complex situations EXAMPLE: Examine information to determine what is known and unknown2.2Construct solutions2.2.1Select and use relevant information to construct solutions EXAMPLE: Select and use relevant information from the problem2.2.1Select and use relevant information to construct solutions EXAMPLE: Determine whether a given solution shows the use of relevant information2.2.2Apply mathematical concepts and procedures from number sense, measurement, geometric sense, probability and statistics, and/or algebraic sense to construct solutions EXAMPLE: Select and use appropriate concepts and procedures to construct a solution2.2.3Apply a variety of strategies and approaches to construct solutions EXAMPLE: Select and use tools to construct a solution2.2.3Apply a variety of strategies and approaches to construct solutions EXAMPLE: Apply a variety of strategies and approaches2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) EXAMPLE: Check work for mathematical accuracy2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) EXAMPLE: Determine whether the solution is reasonable for the situation2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) EXAMPLE: Check the solution with an estimate or results from an alternate approach2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) EXAMPLE: Check to be certain the solution answers the question3.1Analyze information3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Analyze mathematical information or results3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Integrate information from two or more sources3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Compare mathematical information in tables, charts, graphs, text, diagrams, figures, or pictorial representations3.1.1Analyze, compare, and integrate mathematical information from multiple sources EXAMPLE: Analyze information to make a conjecture3.2Conclude3.2.1Draw and support conclusions, using inductive or deductive reasoning EXAMPLE: Use data or examples as evidence to support or contradict a conclusion or conjecture3.2.2Evaluate procedures and conclusions to make needed revisions EXAMPLE: Check the viability and appropriate use of a selected procedure in a given situation 3.2.2Evaluate procedures and conclusions to make needed revisions EXAMPLE: Evaluate a conclusion based on given information and/or procedures used and describes a revision as needed3.3Verify results3.3.1Justify results using inductive or deductive reasoning EXAMPLE: Justify results using evidence and information from the problem situation and/or known facts, patterns, relationships, and proportional reasoning3.3.2Evaluate reasonableness of results EXAMPLE: Check for reasonableness of results in a given situation3.3.2Evaluate reasonableness of results EXAMPLE: Verify that the solution to a realworld problem makes sense in relation to the situation3.3Verify Results3.3.3Validate thinking about mathematical ideas EXAMPLE: Justify or refute claims and supporting arguments using data, models, known facts, patterns, relationships, counter examples, and/or proportional reasoning4.1Gather information4.1.2Extract mathematical information from multiple sources EXAMPLE: Extract and use mathematical information from various sources such as pictures, symbols, text, tables, charts, graphs, diagrams, and models for a purpose4.2Organize, represent, and share information4.2.1Organize, clarify, and refine mathematical information relevant to a given purpose EXAMPLE: Select a useful format and organize mathematical information for a given purpose4.2.2Represent mathematical information in graphs or other appropriate forms EXAMPLE: Represent mathematical information using pictures, tables, Venn diagrams, scatter plots, 2 or 3dimensional drawings, or other appropriate including title, labels, appropriate and consistent scales, and accurate display of data4.2.3Use mathematical language to explain or describe mathematical ideas and information in ways appropriate for audience and purpose EXAMPLE: Use both everyday and mathematical language and notation to explain, defend, or present mathematical ideas, facts, procedures, or strategies appropriate for a given audience or purpose5.1Relate concepts and procedures within mathematics5.1.2Relate and use different mathematical models and representations of the same situation EXAMPLE: Explain or demonstrate how two or more different models represent the same mathematical idea5.2Relate mathematical concepts and procedures to other disciplines5.2.1Use mathematical patterns and ideas to extend mathematical thinking and modeling to other disciplines EXAMPLE: Provide examples of using mathematical thinking, patterns, ideas, and modeling in other disciplines5.3Relate mathematical concepts and procedures to realworld situations5.3.1Understand that mathematics is used extensively in daily life outside the classroom EXAMPLE: Describe situations in which mathematics can be used to solve problems with local, national, or international implications5.3.2Understand that mathematics is used in many occupations or careers EXAMPLE: Describe specific examples of mathematics associated with a given career5.3.2Understand that mathematics is used in many occupations or careers EXAMPLE: Explain the mathematics used by workers in a specific jobWritingReading1.2Use vocabulary (word meaning) strategies to comprehend textScienceCommunicationsSocial StudiesArtHealth and FitnessSKILLSSuggested Activities: Refer to Unit 8 Teachers Guide for suggested lab activities that will teach the following state leadership standards.Leadership: Group Skills 2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow.2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community, and business and industry.2.7 The student will demonstrate the ability to train others to understand the established rules and expectations, rationale, and consequences and to follow those rules and expectations.2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.Leadership: Community and Career Skills 3.2 The student will demonstrate social responsibility in family, community and business and industry.3.4 The student will understand the organizational skills necessary to be a successful leader and citizen and practice those skills in real-life.3.6The student will understand the importance and utilize the components and structure of community-based organizations.Employability: 1.1 The student will demonstrate the ability to identify, organize, plan and allocate resources. This means that the student is able to demonstrate allocating time, money, materials, space and staff.Time: selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules. Money: uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives. Human Resources: assesses skills and distributes work accordingly, evaluates performance and provides feedback.1.2 The student will demonstrate the ability to acquire and use information in family, community, business and industry settings. This means that the students can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information.Acquire and Evaluate Information. Organize and Maintain Information. Interpret and Communicate Information1.4 The students will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technology. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.Selects Technology: chooses procedures, tools or equipment including computers and related technology. Applies Technology to Task: understands overall intent and proper procedures for setup and operation of equipment. Maintains and Troubleshoots Equipment: prevents, identifies, or solves problems with equipment, including computers and other technology. Relevance to Work: Refer to CORD Unit 8 Teachers Guide, exercises 1 40, for Relevance to Work (area of application and difficulty) Standard: Unit 9 Using Ratios and ProportionsTotal Learning Hours for Standard: 11 hrsCompetency DescriptionRead and interpret ratios. 1.1, 1.2, 1.3, 1.5, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2.1, 2.2.2, 2.2.3, 3.1, 3.2, 3.2.1, 3.3.2, 4.1.2, 5.2, 5.3, 5.3.2Compare ratios. 1.1, 1.2, 1.3, 1.5, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2.2, 2.2.3, 3.1, 3.1.1, 5.1, 5.1.2Recognize and write proportions from given information. 1.1, 1.1.8, 1.2, 1.2.3, 1.3.1, 1.5, 1.5.8, 2.1, 2.1.1, 2.1.2, 2.2, 2.2.2, 2.2.3, 2.2.4, 3.1, 3.2, 3.2.2, 4.1.2Distinguish between direct and indirect relationships. 1.1, 1.1.4, 1.1.6, 1.1.8, 1.2, 1.2.3, 1.3.1, 1.5, 1.5.8, 2.1, 2.1.1, 2.1.2, 2.2.2, 2.2.3, 3.1, 3.2, 3.2.1Solve proportions in practical work-related problems. 1.1, 1.1.4, 1.1.6, 1.1.8, 1.2, 1.2.3, 1.3.1, 1.3.2, 1.5, 1.5.8, 2.1, 2.1.1, 2.1.2, 2.2.2, 2.2.3, 3.1, 3.2, 3.2.1Prerequisites from previous units 1, 2, 3, 7Geometry Mathematics in Context Chapter 66.1Ratio and Proportions 6.2Similarity6.3Proportions in Similar Triangles6.4Indirect Measurement**Note: Unit 9 correlates with AMME (Applied Math Made Easy) Unit(s) integrated into all unitsNote Bridges: Ratio, Proportion and Probability (Chapter 6)Bridges: Math Activities, Math Labs, PortfolioEALRs or GLEs (Taught & Assessed in Standards)Math 1.1Understand and apply concepts and procedures from number sense1.1.4Understand the concept of inverse proportion and apply direct and inverse proportion. Use direct or inverse proportion to determine an unknown number of objects or an unknown value in a given situation.1.1.6Complete multistep computations with combinations of rational numbers using order of operations and addition, subtraction, multiplication, division, (powers, and square roots). Apply strategies to complete multistep computations fluently.1.1.8Apply estimation strategies in situations involving multistep computations of rational numbers using addition, subtraction, multiplication, division, (powers, and square roots) to predict or determine reasonableness of answers Select, explain, and justify situations involving rational numbers where estimates are sufficient and others for which an exact value is required.1.2Understand and apply concepts and procedures from measurement1.2.1Understand the relationship between change in one or two linear dimension(s) and corresponding change in perimeter, area, (surface area, and volume). Determine and/or describe the impact of a change in two linear dimensions on perimeter, area, surface area, and/or volume. 1.2.3Apply unit conversions within measurement systems, U.S. or metric, to maintain an appropriate level of precision. Convert within a system while maintaining the same level of precision.1.3Understand and apply concepts and procedures from geometric sense1.3.1Understand the properties of and the relationships among 1dimensional, 2dimensional, (and 3dimensional) shapes and figures. Use the relationship between similar figures to determine the scale factor.1.3.2Use the properties of and relationships among 1dimensional, 2dimensional, and 3dimensional shapes and figures including prisms, cylinders, cones, and pyramids. Use properties of triangles and special right triangles in situations.1.5Understand and apply concepts and procedures from algebraic sense1.5.8Apply properties to solve multistep equations and systems of equations. Solve, or write and solve, multistep equations.2.1Define problems2.1.1Formulate questions to be answered to solve a problem. Define or clarify the question the problem presents.2.1.2Determine what information is missing or extraneous Differentiate between necessary and extraneous information2.1.3Identify what is known and unknown in complex situations Examine information to determine what is known and unknown2.2Construct solutions2.2.1Select and use relevant information to construct solutions Determine whether a given solution shows the use of relevant information2.2.2Apply mathematical concepts and procedures from number sense, measurement, geometric sense, probability and statistics, and/or algebraic sense to construct solutions Select and use appropriate concepts and procedures to construct a solution2.2.2Apply mathematical concepts and procedures from number sense, measurement, geometric sense, probability and statistics, and/or algebraic sense to construct solutions Determine whether a given solution shows use of concepts and procedures that are appropriate2.2.3Apply a variety of strategies and approaches to construct solutions Apply a variety of strategies and approaches2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) Check work for mathematical accuracy2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) Determine whether the solution is reasonable for the situation3.1Analyze information3.1.1Analyze, compare, and integrate mathematical information from multiple sources Compare mathematical information in tables, charts, graphs, text, diagrams, figures, or pictorial representations3.2Conclude3.2.1Draw and support conclusions, using inductive or deductive reasoning Draw a conclusion from a given situation and support the conclusion with appropriate mathematical data or facts3.2.2Evaluate procedures and conclusions to make needed revisions Check the viability and appropriate use of a selected procedure in a given situation 3.3Verify results3.3.1Justify results using inductive or deductive reasoning Justify results using evidence and information from the problem situation and/or known facts, patterns, relationships, and proportional reasoning3.3.2Evaluate reasonableness of results Verify that the solution to a realworld problem makes sense in relation to the situation4.1Gather information4.1.2Extract mathematical information from multiple sources Extract and use mathematical information from various sources such as pictures, symbols, text, tables, charts, graphs, diagrams, and models for a purpose4.2Organize, represent, and share information4.2.3Use mathematical language to explain or describe mathematical ideas and information in ways appropriate for audience and purpose Use both everyday and mathematical language and notation to explain, defend, or present mathematical ideas, facts, procedures, or strategies appropriate for a given audience or purpose5.1Relate concepts and procedures within mathematics5.1.2Relate and use different mathematical models and representations of the same situation Explain or demonstrate how two or more different models represent the same mathematical idea5.1.2Relate and use different mathematical models and representations of the same situation Create two or more equivalent models or representations for a given situation5.2Relate mathematical concepts and procedures to other disciplines5.2.1Use mathematical patterns and ideas to extend mathematical thinking and modeling to other disciplines Provide examples of using mathematical thinking, patterns, ideas, and modeling in other disciplines5.3Relate mathematical concepts and procedures to realworld situations5.3.1Understand that mathematics is used extensively in daily life outside the classroom Describe situations in which mathematics can be used to solve problems with local, national, or international implications5.3.2Understand that mathematics is used in many occupations or careers Describe specific examples of mathematics associated with a given careerReadingCommunicationsScienceSocial StudiesArtHealth and FitnessSKILLSLeadership: Refer to Unit 9 Teachers Guide for suggested lab activities that will teach the state leadership standards identified in Units A, B, and C above.Employability:  FORMTEXT      Analytical, Logical & Creative Thinking:  FORMTEXT      Relevance to Work: Refer to CORD Unit 9 Teachers Guide, exercises 1-40 for Relevance to Work (area of application and difficulty) Standard: Unit 10 Working with Scale DrawingsTotal Learning Hours for Standard: 11 hrsCompetency DescriptionRead and use the scale of a drawing.1.1, 1.2, 1.3, 1.5, 3.3, 4.1, 4.2, 5.1, 5.3Find the dimensions of an object on a scale drawing. 1.1, 1.2, 1.3, 1.5, 3.3, 4.1, 4.2, 5.1, 5.3Find distances and directions on land maps. 1.1, 1.2, 1.3, 1.5, 3.3, 4.1, 4.2, 5.1, 5.3Make simple scale drawings. 1.1, 1.2, 1.3, 1.5, 3.3, 4.1, 4.2, 5.1, 5.3Prerequisites from previous units 1, 2, 3, 6, 9**Note: Unit 10 correlates with AMME (Applied Math Made Easy) Unit(s) no designated areaNote Bridges: Measurement (Chapter 11); Making Simple Scale Drawing must be supplemented with materials from other sources.Bridges: Math Activities, Math Labs, Technology, PortfolioEALRsor GLEs (Taught & Assessed in Standards)Math1.1Understand and apply concepts and procedures from number sense.1.1.1Symbolic representations of mixed numbers, proper and improper fractions, and decimals EXAMPLES: Represent mixed numbers, proper and improper fractions, and decimals using words, pictures, models, and/or numbers1.1.1Understand the concept and symbolic representations of integers as the set of natural numbers, their additive inverses, and 0 EXAMPLES: Explain or illustrate integer values using words, pictures, models, and symbols. 1.1.1Understand and use scientific notation EXAMPLES: Explain the meaning of scientific notation using words, pictures, symbols, or numbers. 1.1.4Understand the concepts of ratio and percent EXAMPLES: Write or show and explain ratios in part/part and part/whole relationships using words, objects, pictures, models, and/or symbols. 1.1.4Understand the concept of direct proportion EXAMPLES: Explain or illustrate the meaning of a ratio, percent or proportion. 1.14Apply the concepts of ratio, percent, and direct proportion EXAMPLES: Determine an unknown value for a dimension or a number of events or objects using ratio or proportion.1.1.5Understand the meaning of multiplication and division of nonnegative decimals and fractions EXAMPLES: Explain or show the meaning of multiplying and dividing nonnegative fractions and decimals using words, pictures, or models. 1.1.6Understand the meaning of addition and subtraction of integers EXAMPLES: Explain or show the meaning of addition and subtraction of integers using words, pictures, or realworld models. 1.1.6Compute using scientific notation EXAMPLES: Compute using scientific notation. 1.1.6Apply strategies or uses computational procedures to add and subtract nonnegative decimals and likedenominator fractions EXAMPLES: Add and subtract nonnegative decimals and likedenominator fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and/or 15.1.1.6Apply strategies or uses computational procedures to add and subtract nonnegative decimals and fractions EXAMPLES: Find the sums or differences of nonnegative fractions or decimals. 1.1.7Apply strategies and uses tools appropriate to tasks involving addition and subtraction of nonnegative decimals or likedenominator fractions EXAMPLES: Select and use appropriate tools from among mental computation, estimation, calculators, manipulatives, and paper and pencil to compute in a given situation. 1.1.7Apply strategies and uses tools to complete tasks involving computation of rational numbers. EXAMPLES: Select and justify appropriate strategies and tools from among mental computation, estimation, calculators, manipulatives, and paper and pencil to compute in a given situation. 1.1.8Apply estimation strategies involving addition and subtraction of nonnegative decimals and likedenominator fractions to predict results or determine reasonableness of answers EXAMPLES: Explain when an estimation or exact answer is or is not appropriate.1.1.8Apply estimation strategies involving addition and subtraction of nonnegative decimals and fractions to predict results or determine reasonableness of answers EXAMPLES: Explain whether estimation or exact calculation is appropriate in situations involving addition and subtraction of nonnegative decimals and fractions1.1.8Apply estimation strategies involving addition and subtraction of integers and the four basic operations on nonnegative decimals and fractions to predict results or determine reasonableness of answers EXAMPLES: Determine and explain when an approximation, estimation, or exact computation is appropriate and selects or illustrates a reallife situation where estimation is sufficient1.1.8Apply estimation strategies involving computation of rational numbers using addition, subtraction, multiplication, division, powers, and square roots to predict results or determine reasonableness of answers EXAMPLES: Select, explain, and justify situations involving rational numbers where estimates are sufficient and others for which an exact value is required. 1.2Understand and apply concepts and procedures from measurement.1.2.1Understand the concept of angle measurement EXAMPLES: Identify or describe angles in pictures, diagrams, illustrations and in the environment. 1.2.2Understand the concept of degree as a unit of measurement for angles EXAMPLES: Explain how degrees are used as measures of angles1.3Understand and apply concepts and procedures from geometric sense1.3.4Understand the concept of degree as a unit of measurement for angles EXAMPLES: Explain how degrees are used as measures of angles1.3.4Understand the concept of degree as a unit of measurement for angles. EXAMPLES: Explain how degrees are used as measures of angles1.5Understand and apply concepts and procedures from algebraic sense.1.5.6Apply properties to solve equations involving multiplication and division EXAMPLES: Solve a onestep equation involving 1.5multiplication or division using manipulatives, pictures, and/or symbols.2.2Construct solutions.2.2.3Apply a variety of strategies and approaches to construct solutions EXAMPLES: Select and use tools such as rulers, protractors, manipulatives, calculators, and technology to construct a solution.2.2.3Apply a variety of strategies and approaches, to construct solutions EXAMPLES: Select and use tools such as rulers, manipulatives, calculators, and technology to construct a solution.2.2.4Determine whether a solution is viable, is mathematically correct, and answers the question(s) EXAMPLES: Check work for mathematical accuracy. 3.3Verify results3.3.2Evaluate reasonableness of results EXAMPLES: Check given situation for reasonableness of results4.1Gather information4.1.1Understand how to develop and follow a plan for collecting numerical, measurement, geometric, and/or statistical information EXAMPLES: Determine appropriate mathematical information needed for a specific purpose or audience.4.2Organize, represent, and share information.4.2.2Understand how to represent numerical, measurement, geometric, and/or statistical information in graphs or other appropriate forms EXAMPLES: Represent mathematical information using tables, charts, pictographs, bar graphs, line plots, circle graphs, pictures, models, drawings, or other forms including titles, labels, appropriate and consistent scales, and accurate display of data.4.2.2Represent mathematical information in graphs or other appropriate forms EXAMPLES: Represent mathematical information using pictures, tables, Venn diagrams, scatter plots, 2 or 3dimensional drawings, or other appropriate including title, labels, appropriate and consistent scales, and accurate display of data.4.2.3Represent mathematical information in graphs or other appropriate forms EXAMPLES: Represent mathematical information using pictures, tables, Venn diagrams, scatter plots, 2 or 3dimensional drawings, or other appropriate including title, labels, appropriate and consistent scales, and accurate display of data.5.1Relate concepts and procedures within mathematics5.1.1Apply concepts and procedures from two or more content strands, including number sense, measurement, geometric sense, probability and statistics, and/or algebraic sense, in a given problem or situation EXAMPLES: Use concepts and procedures from two or more content strands in a given problem or situation. 5.1.1Apply concepts and procedures from any two of the content strands, including number sense, measurement, geometric sense, probability and statistics, and/or algebraic sense, in a given problem or situation EXAMPLES: Use concepts and procedures from two or more content strands in a given problem or situation. 5.3Relate mathematical concepts and procedures to realworld situations.5.3.1Understand that mathematics is used extensively in daily life outside the classroom. EXAMPLES: Generate examples and explain how mathematics is used in everyday life.5.3.1Understand that mathematics is used extensively in daily life outside the classroom. EXAMPLES: Describe situations in which mathematics can be used to solve problems with local, national, or international implications.5.3.2Understand that mathematics is used in many occupations or careers. EXAMPLES: Describe specific examples of mathematics associated with a given career. 5.3.2Understand that mathematics is used in many occupations or careers. EXAMPLES: Explain the mathematics used by workers in a specific job.5.3.2Understand that mathematics is used in many occupations or careers. EXAMPLES: Explain the mathematics used by workers in a specific job.WritingReading1.2Use vocabulary (word meaning) strategies to comprehend.ScienceCommunicationSocial StudiesArtHealth and FitnessSKILLSSuggested Activities: Refer to Unit 10 Teachers Guide for suggested lab activities that will teach the following state leadership standards.Leadership: Group Skills 2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow.2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community, and business and industry.2.5 The student will demonstrate a working knowledge of parliamentary procedure.2.7 The student will demonstrate the ability to train others to understand the established rules and expectations, rationale, and consequences and to follow those rules and expectations.2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.Leadership: Community and Career Skills 3.1 The student will analyze the roles and responsibilities of citizenship.3.2 The student will demonstrate social responsibility in family, community and business and industry.3.3 The student will understand their role, participate in and evaluate community service and service learning activities.3.4 The student will understand the organizational skills necessary to be a successful leader and citizen and practice those skills in real-life.3.5 The student will understand and utilize organizational systems to advocate for issues at the local, state, and international level.3.6The student will understand the importance and utilize the components and structure of community-based organizations.Employability: 1.1 The student will demonstrate the ability to identify, organize, plan and allocate resources. This means that the student is able to demonstrate allocating time, money, materials, space and staff.Time: selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules. Money: uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives. Human Resources: assesses skills and distributes work accordingly, evaluates performance and provides feedback.1.2 The student will demonstrate the ability to acquire and use information in family, community, business and industry settings. This means that the students can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information.Acquire and Evaluate Information. Organize and Maintain Information. Interpret and Communicate Information Use Computers to Process Information 1.3 The student will demonstrate an understanding of complex interrelationships (systems). This means that the student understands social, organizational, and technological systems; they can monitor and correct performance; and they can design or improve systems.Understands Systems: knows how social, organizational, and technological systems work and operates effectively with them. Monitors and Corrects Performance: distinguishes trends, predicts impacts on system operations, diagnose deviations in systems performance and corrects malfunctions. Improves or Designs Systems: suggests modifications to existing systems and develops new or alternative systems to improve performance.1.4 The students will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technology. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.Selects Technology: chooses procedures, tools or equipment including computers and related technology. Applies Technology to Task: understands overall intent and proper procedures for setup and operation of equipment. Maintains and Troubleshoots Equipment: prevents, identifies, or solves problems with equipment, including computers and other technology.  Standard: Unit 11 Using Signed Numbers and VectorsTotal Learning Hours for Standard: 11 hrsCompetency DescriptionIdentify signed numbers. 1.1, 1.1.1, 1.2, 1.5, 1.5.4, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3Find the absolute value of signed numbers. 1.1, 1.1.1,1.1.5, 1.1.6, 1.1.8, 1.2,1.2.6, 1.5, 1.5.5, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3Combine signed numbers. 1.1, 1.1.1, 1.2, 1.5, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3Find the magnitude and direction of a vector. 1.1, 1.1.1,1.1.6, 1.1.8, 1.2,1.2.6, 1.5, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3Solve problems using signed numbers and vectors. 1.1, 1.1.1,1.1.5, 1.1.6, 1.1.8, 1.2,1.2.3, 1.2.5, 1.2.6, 1.5,1.5.4,1.5.5,1.5.6, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 3.1, 3.1.1, 3.2, 3.2.1, 3.2.2, 3.3, 3.3.1, 3.3.2, 3.3, 3.3.1, 3.3.2, 3.3, 3.3.3, 4.2, 4.2.1, 4.2.2, 4.2.3, 5.1, 5.1.2, 5.2, 5.2.1, 5.3, 5.3.1, 5.3.2Prerequisites from previous units 3, 6, 10Algebra 1 (Mathematics in Context)1.2Sequences 1.3Absolute value1.4Adding and subtracting real numbers**Note: Unit 11 correlates with AMME (Applied Math Made Easy) Unit(s) 6Note Bridges: Integers (Chapter 3); Vectors must be covered with supplemental materials.Bridges: Math Activities, Math Labs, Technology, PortfolioEALRs or GLEs (Taught & Assessed in Standards)Math1.1Understand and apply concepts and procedures from number sense1.1.1Understand and use scientific notation EXAMPLE: Express and/or use equivalents among fractions, decimals, percents, integers, positive integer exponents, square roots, and/or numbers written in scientific notation1.1.1Understand and use scientific notation EXAMPLE: Explain the meaning of scientific notation using words, pictures, symbols, or numbers1.1.1Understand and use scientific notation EXAMPLE: Read and translate numbers represented in scientific notation from calculators and other technology, texts, tables, and charts1.1.1Understand and use scientific notation EXAMPLE: Use scientific notation in a given situation1.1.5Compute using scientific notation EXAMPLE: Compute using scientific notation1.1.5Compute using scientific notation EXAMPLE: Use scientific notation to simplify a calculation1.1.6Complete multistep computations with combinations of rational numbers using order of operations and addition, subtraction, multiplication, division, powers, and square roots EXAMPLE: Calculate using order of operations on rational numbers1.1.6Complete multistep computations with combinations of rational numbers using order of operations and addition, subtraction, multiplication, division, powers, and square roots EXAMPLE: Apply strategies to complete multistep computations fluently1.1.6Complete multistep computations with combinations of rational numbers using order of operations and addition, subtraction, multiplication, division, powers, and square roots EXAMPLE: Use properties to reorder and rearrange expressions to compute more efficiently 1.1.8Apply estimation strategies in situations involving multistep computations of rational numbers using addition, subtraction, multiplication, division, powers, and square roots to predict or determine reasonableness of answers EXAMPLE: Use a variety of estimation strategies to predict or to verify the reasonableness of calculated results1.1.8Apply estimation strategies in situations involving multistep computations of rational numbers using addition, subtraction, multiplication, division, powers, and square roots to predict or determine reasonableness of answers EXAMPLE: Describe a strategy used for estimation using multistep computations1.2Understand and apply concepts and procedures from measurement1.2.3Apply unit conversions within measurement systems, U.S. or metric, to maintain an approp