|MA.912.AR.2.1:|| Given a real-world context, write and solve one-variable multi-step linear equations. |
|MA.912.AR.2.5:|| Solve and graph mathematical and real-world problems that are modeled with linear functions. Interpret key features and determine constraints in terms of the context.|
Clarification 1: Key features are limited to domain, range, intercepts and rate of change.
Clarification 2: Instruction includes the use of standard form, slope-intercept form and point-slope form.
Clarification 3: Instruction includes representing the domain, range and constraints with inequality notation, interval notation or set-builder notation.
Clarification 4: Within the Algebra 1 course, notations for domain, range and constraints are limited to inequality and set-builder.
Clarification 5: Within the Mathematics for Data and Financial Literacy course, problem types focus on money and business.
Algebra 1 Example: Lizzy’s mother uses the function C(p)=450+7.75p, where C(p) represents the total cost of a rental space and p is the number of people attending, to help budget Lizzy’s 16th birthday party. Lizzy’s mom wants to spend no more than $850 for the party. Graph the function in terms of the context.
|MA.912.AR.5.3:|| Given a mathematical or real-world context, classify an exponential function as representing growth or decay.|
Clarification 1: Within the Algebra 1 course, exponential functions are limited to the forms , where b is a whole number greater than 1 or a unit fraction, or , where .
|MA.912.DP.1.2:|| Interpret data distributions represented in various ways. State whether the data is numerical or categorical, whether it is univariate or bivariate and interpret the different components and quantities in the display.|
Clarification 1: Within the Probability and Statistics course, instruction includes the use of spreadsheets and technology.
|MA.912.F.1.3:|| Calculate and interpret the average rate of change of a real-world situation represented graphically, algebraically or in a table over a specified interval.|
Clarification 1: Instruction includes making the connection to determining the slope of a particular line segment.
|MA.912.FL.1.2:|| Extend previous knowledge of ratios and proportional relationships to solve real-world problems involving money and business.|
Example: A local grocery stores sells trail mix for $1.75 per pound. If the grocery store spends $0.82 on each pound of mix, how much will the store gain in gross profit if they sell 6.4 pounds in one day?
Example: If Juan makes $25.00 per hour and works 40 hours per week, what is his annual salary?
|MA.912.FL.2.1:|| Given assets and liabilities, calculate net worth using spreadsheets and other technology.|
Clarification 1: Instruction includes net worth for a business and for an individual.
Clarification 2: Instruction includes understanding the difference between a capital asset and a liquid asset.
Clarification 3: Instruction includes displaying net worth over time in a table or graph.
Example: Jose is trying to prepare a balance sheet for the end of the year based on his profits and losses. Create a spreadsheet showing his liabilities and assets, and compute his net worth.
|MA.912.FL.3.1:|| Compare simple, compound and continuously compounded interest over time.|
Clarification 1: Instruction includes taking into consideration the annual percentage rate (APR) when comparing simple and compound interest.
|MA.912.FL.3.3:|| Solve real-world problems involving present value and future value of money |
|MA.912.FL.3.5:|| Compare the advantages and disadvantages of using cash versus personal financing options.|
Clarification 1: Instruction includes advantages and disadvantages for a business and for an individual.
Clarification 2: Personal financing options include debit cards, credit cards, installment plans and loans.
Example: Compare paying for a tank of gasoline in the following ways: cash; credit card and paying over 2 months; credit card and paying balance in full each month.
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
- Analyze the problem in a way that makes sense given the task.
- Ask questions that will help with solving the task.
- Build perseverance by modifying methods as needed while solving a challenging task.
- Stay engaged and maintain a positive mindset when working to solve tasks.
- Help and support each other when attempting a new method or approach.
Teachers who encourage students to participate actively in effortful learning both individually and with others:
- Cultivate a community of growth mindset learners.
- Foster perseverance in students by choosing tasks that are challenging.
- Develop students’ ability to analyze and problem solve.
- Recognize students’ effort when solving challenging problems.
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
- Build understanding through modeling and using manipulatives.
- Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
- Progress from modeling problems with objects and drawings to using algorithms and equations.
- Express connections between concepts and representations.
- Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways:
- Help students make connections between concepts and representations.
- Provide opportunities for students to use manipulatives when investigating concepts.
- Guide students from concrete to pictorial to abstract representations as understanding progresses.
- Show students that various representations can have different purposes and can be useful in different situations.
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
- Select efficient and appropriate methods for solving problems within the given context.
- Maintain flexibility and accuracy while performing procedures and mental calculations.
- Complete tasks accurately and with confidence.
- Adapt procedures to apply them to a new context.
- Use feedback to improve efficiency when performing calculations.
Teachers who encourage students to complete tasks with mathematical fluency:
- Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
- Offer multiple opportunities for students to practice efficient and generalizable methods.
- Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used.
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
- Communicate mathematical ideas, vocabulary and methods effectively.
- Analyze the mathematical thinking of others.
- Compare the efficiency of a method to those expressed by others.
- Recognize errors and suggest how to correctly solve the task.
- Justify results by explaining methods and processes.
- Construct possible arguments based on evidence.
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
- Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
- Create opportunities for students to discuss their thinking with peers.
- Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
- Develop students’ ability to justify methods and compare their responses to the responses of their peers.
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
- Focus on relevant details within a problem.
- Create plans and procedures to logically order events, steps or ideas to solve problems.
- Decompose a complex problem into manageable parts.
- Relate previously learned concepts to new concepts.
- Look for similarities among problems.
- Connect solutions of problems to more complicated large-scale situations.
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
- Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
- Support students to develop generalizations based on the similarities found among problems.
- Provide opportunities for students to create plans and procedures to solve problems.
- Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
- Estimate to discover possible solutions.
- Use benchmark quantities to determine if a solution makes sense.
- Check calculations when solving problems.
- Verify possible solutions by explaining the methods used.
- Evaluate results based on the given context.
Teachers who encourage students to assess the reasonableness of solutions:
- Have students estimate or predict solutions prior to solving.
- Prompt students to continually ask, “Does this solution make sense? How do you know?”
- Reinforce that students check their work as they progress within and after a task.
- Strengthen students’ ability to verify solutions through justifications.
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
- Connect mathematical concepts to everyday experiences.
- Use models and methods to understand, represent and solve problems.
- Perform investigations to gather data or determine if a method is appropriate.
• Redesign models and methods to improve accuracy or efficiency.
Teachers who encourage students to apply mathematics to real-world contexts:
- Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
- Challenge students to question the accuracy of their models and methods.
- Support students as they validate conclusions by comparing them to the given situation.
- Indicate how various concepts can be applied to other disciplines.
|ELA.10.C.1.5:|| Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to address the needs of a specific audience. |
|ELA.10.C.2.1:|| Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.|
Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: volume, pronunciation, and pacing. A clear perspective is the through-line that unites the elements of the presentation.
Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.
|ELA.10.C.3.1:|| Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.|
Clarification 1: Skills to be mastered at this grade level are as follows:
Skills to be implemented but not yet mastered are as follows:
- Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.
Clarification 2: See Convention Progression by Grade Level for more information.
- Use knowledge of usage rules to create flow in writing and presenting.
|ELA.10.C.4.1:|| Conduct research to answer a question, refining the scope of the question to align with findings, and synthesizing information from multiple reliable and valid sources.|
Clarification 1: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.
|ELA.10.C.5.1:|| Create digital presentations to improve understanding of findings, reasoning, and evidence.|
Clarification 1: The presentation may be delivered live or delivered as a stand-alone digital experience.
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.
2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page.
Students will use the terms and apply them in 2nd grade and beyond.
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
In kindergarten, students learn to listen to one another respectfully.
In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
|SS.912.E.1.13:|| Explain the basic functions and characteristics of money, and describe the composition of the money supply in the United States.
|SS.912.P.12.2:|| Define processes involved in problem solving and decision making.|
Examples may include, but are not limited to, identification, analysis, solution generation, plan, implement, and evaluate.
|SS.912.P.12.4:|| Describe obstacles to problem solving.|
Examples may include, but are not limited to, fixation and functional fixedness.
|SS.912.P.12.5:|| Describe obstacles to decision making.|
Examples may include, but are not limited to, confirmation bias, counterproductive heuristics, and overconfidence.
|HE.912.B.4.3:|| Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.|
Effective verbal and nonverbal communication, compromise, and conflict-resolution.
|HE.912.B.5.4:|| Assess whether individual or collaborative decision making is needed to make a healthy decision.|
Planning a post-high school career/education, purchasing the family's groceries for the week, planning the weekly menu, planning appropriate activities for siblings, community planning, Internet safety, and purchasing insurance.
|HE.912.B.5.5:|| Examine barriers that can hinder healthy decision making.|
Interpersonal, financial, environmental factors, and accessibility of health information.
|PE.912.C.2.20:|| Identify appropriate methods to resolve physical conflict. |
|PE.912.L.3.3:|| Identify a variety of activities that promote effective stress management. |
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is a program designed to increase students’ aspirations toward high school and beyond and ultimately increase the number of students who are prepared to enter and succeed in postsecondary education.
The purpose of this course is to prepare students for college readiness and success. Students will receive instruction, supported by state standards, in areas that include:
- Student Agency - activities that focus on student initiative, problem solving, decision making, leadership, and community involvement;
- Rigorous Academic Preparedness - academic success skills with activities that focus on writing, mathematics, collaboration, public speaking, and organization; and
- College and Careers - activities related to college preparation and building career knowledge.
This course will target students in the academic middle with the desire to attend college and the willingness to work hard. Through participation in this course, students will be well equipped to access and complete rigorous courses with the end goal being matriculation into and completion of postsecondary educational programs.
Eligibility for this course could be be determined by the student’s grade 9 FSA scores and Lexile levels. Students scoring at FSA Levels 2/3 and with a Lexile level = 680 could be given priority for this course.
English Language Development (ELD) Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf.