Doing the Math - JHU Mathematics - Johns Hopkins University

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$The State of State Math Standards 2005 - JHU Mathematics$

APPENDICES find and/or interpret the slope (rate of change) and/or intercepts in relation to the context. Any correct form of a linear equation will be acceptable as a response. 1.2.1.1 Additional Topics: The student will graph systems of linear inequalities and apply their solution to realworld applications. 1.2.2 The student will solve linear inequalities and describe the solutions using numbers, symbols, and/or graphs. Assessment Limits Inequalities will have no more than two variables with rational coefficients. Acceptable forms of the problem or solution are the following: Ax + By < C, Ax + By ≤ C, Ax + By > C, Ax + By ≥ C, Ax + By + C < 0, Ax + By + C ≤ 0, Ax + By + C > 0, Ax + By + C ≥ 0, y < mx + b, y ≤ mx + b, y > mx + b, y ≥ mx + b, y < b, y ≤ b, y > b, y ≥ b, x < b, x ≤ b, x > b, x ≥ b, a < x < b, a ≤ x ≤ b, a ≤ x < b, a < x ≤ b, and a < x + c < b, a ≤ x + c < b, a < x + c ≤ b, a ≤ x + c ≤ b. The majority of these items should be in real-world context. Systems of linear inequalities will not be included. Compound inequalities will be included. Disjoint inequalities will not be included. Absolute-value inequalities will not be included. Skill Statement Given a linear inequality in narrative, algebraic, or graphical form, the student will graph the inequality, write an inequality and/or solve it, or interpret an inequality in the context of the problem. Any correct form of a linear inequality will be an acceptable response. 1.2.2.1 Additional Topics: The student will graph systems of linear inequalities and apply their solution to realworld applications. 1.2.3 The student will solve and describe using numbers, symbols, and/or graphs if and where two straight lines intersect. Assessment Limits Functions will be of the form: Ax + By = C, Ax + By + C = 0, or y = mx +b. All coefficients will be rational. Vertical lines will be included. Systems of linear functions will include coincident, parallel, or intersecting lines. The majority of these items should be in real-world context. 46 Doing the Math
Skill Statement Given one or more of the following: a narrative description, the graph of two lines, or equations for two lines, the student will do one or more of the following: determine the system of equations and/or its solution, describe the relationship of the points on one line with points on the other line, give the meaning of the point of intersection in the context of the problem, graph the system, determine the solution, and interpret the solution in the context of the problem, or use slope to recognize the relationship between parallel lines. Any correct form of a linear equation will be an acceptable response. APPENDICES 1.2.3.1 Additional Topics: The student will determine if two lines in a plane are parallel, perpendicular, or neither. 1.2.4 The student will describe how the graphical model of a nonlinear function represents a given problem and will estimate the solution. Assessment Limits The problem is to be in a real-world context. The function will be represented by a graph. The equation of the function may be given. The features of the graph may include maxima/minima, zeros (roots), rate of change over a given interval (increasing/decreasing), continuity, or domain and range. “Zeros” refers to the x-intercepts of a graph; “roots” refers to the solution of an equation in the form p(x) = 0. Functions may include step, absolute value, or piecewise functions. Skill Statement Given a graph that represents a real-world situation, the student will describe the graph and/or explain how the graph represents the problem or solution and/or estimate a solution. 1.2.4.1 Additional Topics: The student will describe the graph of the quadratic and exponential functions. 1.2.4.2 Additional Topics: The student will identify horizontal and vertical asymptotes given the graph of a nonlinear function. 1.2.4.3 Additional Topics: The student will solve, by factoring or graphing, real-world problems that can be modeled using a quadratic equation. 1.2.5 The student will apply formulas and/or use matrices (arrays of numbers) to solve real-world problems. Assessment Limits Formulas will be provided in the problem or on the reference sheet. Formulas may express linear or nonlinear relationships. The students will be expected to solve for first-degree variables only. Matrices will represent data in tables. Matrix addition, subtraction, and/or scalar multiplication may be necessary. Inverse and determinants of matrices will not be required. Doing the Math 47
Page 1: Doing the Math: Are Maryland’s Hi
Page 5 and 6: Executive Summary . . . . . . . . .
Page 7 and 8: Introduction . . . . . . . . . . .
Page 9 and 10: . . . . . . . . . . . . . . . . . .
Page 11 and 12: . . . . . . . . . . . . . . . . . .
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Page 15 and 16: The VSC for Algebra I/Data Analysis
Page 17 and 18: . . . . . . . . . . . . . . . . . .
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Page 21 and 22: The VSC for Algebra II and the Accu
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Page 26 and 27: students take the test without prep
Page 28 and 29: absolute value; evaluations; groupi
Page 31 and 32: Recommendations . . . . . . . . . .
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Page 39 and 40: Endnotes . . . . . . . . . . . . .
Page 41 and 42: Appendices I. ACCUPLACER ELEMENTARY
Page 43 and 44: Accuplacer Sample VSC Algebra I/ HS
Page 45 and 46: Accuplacer Sample VSC Algebra I/ HS
Page 47 and 48: APPENDICES Statement” that accomp
Page 49: APPENDICES 1.1.3.5 Additional Topic
Page 53 and 54: Skill Statement Using given data, t
Page 55 and 56: Indicator Problem Problem Descripti
Page 61 and 62: APPENDICES Analysis In general, the
Page 63 and 64: F. Achieve Analysis of Elementary A
Page 65 and 66: Accuplacer Sample VSC Algebra II Ad
Page 67 and 68: Accuplacer Sample VSC Algebra II Ad
Page 69 and 70: APPENDICES Applications and Other A
Page 71 and 72: a function in equation form, the st
Page 73 and 74: APPENDICES Skill Statement Given on
Page 75 and 76: APPENDICES Rational equations will

Doing the Math - JHU Mathematics - Johns Hopkins University

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