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Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
- Mathematics is a tool
for communication.
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It is essential to be able to communicate the reasoning used to solve
problems.
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Mathematics incorporates multiple problem solving strategies.
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Numbers have multiple
representations and give value.
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Discerning patterns is a way of understanding numbers.
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Informed decision-making is dependent upon the ability to understand
data.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- What is involved with setting up and managing a
household budget?
- Why is a retirement plan important, how, and when
should they be set up?
- How can consumers avoid bad credit ratings, and
what resources are available to people who have a high dept ratio?
- What investment and stock market strategies can
be used to increase someone's net worth?
CSAP
Standards:
 Highest
Frequency
 High
Frequency
 Other
Standards and E-Skills
Standard 1:
(Number Sense) Students develop number sense and use numbers and
number relationships in problem solving situations and communicate
the reasoning in solving these problems.
1.1 Use exponents to show how many times a base are used
1.2
Read and write large whole numbers. Read, identify, and utilize
place value with large numbers. Locate decimal values on a
number line
Standard 2:
(Algebra and Functions) Students use algebraic methods to explore,
model and describe patterns and functions involving numbers, shapes,
data, and graphs in problem-solving situations and communicate the
reasoning used in solving these problems.
2.1 Recognize,
extend and use geometric, numeric, linear, or visual patterns to
solve a problem. Using the rule for a pattern to represent it in a
table, graph, and problem solve. Recognize an equation that models
a given situation.
2.5a Solve simple equations
2.5b Translate English expressions and algebraic expressions
2.2
Recognizing, describing, and extending a pattern and function using
tables and graphs in a problem solving situation. Using a
table to find a constant/unit rate.
2.5
Substituting in a formula to compute a value. Solving a simple
linear equation in a problem solving situation. Using a linear
function given in a context to solve a problem.
Standard 3:
(Statistics and Probability) Students use data collection and
analysis, statistics, and probability in problem-solving situations
and communicate the reasoning used in solving these problems.
3.1a Construct a
histogram and stem-and-leaf plot
3.1b Read, interpret
and draw conclusions from histograms and stem-and-leaf plots
3.1b Read, interpret
and draw conclusions from circle graphs
3.1
Read, interpret, and draw conclusions from line graphs, bar graphs,
histograms, and circle graphs
Standard 4:
(Geometry) Students use geometric concepts, properties, and relationships in
problem-solving situations and communicate the reasoning used in
solving these problems.
4.5b
Solve problems involving area of circles, triangles, and parallelograms
4.5c
Solve problems involving surface area of rectangular prisms
4.6a Reflect,
translate, and rotate figures to determine congruency
Standard 5: (Measurement) Students use a variety of tools and techniques to measure, apply
the results in problem-solving situations, and communicate the reasoning
involved in solving these problems.
5.4a Solve problems
involving area of trapezoids, regular hexagons, and regular octagons
Standard 6:
(Computation) Students link concepts and procedures as they develop
and use computational techniques, including estimation, mental
arithmetic, paper-and-pencil, calculators, and computers, in
problem-solving situations and communicate the reasoning involve
6.2 Order of Operations (Parenthesis, Exponents, Multiplication and
Division, Addition and Subtraction; PEMDAS Adding, Subtracting,
Multiplying and Dividing with whole numbers, exponents, decimals,
fractions, mixed numbers, and integers.
6.2
Recognize format of equations with one or more variables. Introduce
1 step equations |
