High School Math Grade Expectations

 

MHS 1: Accurately solves problems involving conceptual

understanding and magnitude of real numbers, or simple

vectors.

State

MHS 2: In high school, MHS:1 and MHS:2 have been combined and

extended in MHS:1.

MHS 3: No MHS:3 at this grade level

MHS: Accurately solves problems involving proportional reasoning

4 or percents involving the effect of changing the base, rate, or

percentage (the three cases of percent), or variations on order of

finding percentages (10% off followed by 5% off), and compound

interest.

State

(IMPORTANT: Applies the conventions of order of operations.)

MHS: No MHS:5 at this grade level

5

MHS: No MHS:6 at this grade level

6

MHS: Estimates and evaluates the reasonableness of numerical

7 computations and solutions, including those carried out with

technology.

MHS: Applies properties of numbers (greatest common factor [GCF],

8 least common multiple [LCM], prime factorization, inverses, and

identities), or properties of operations to solve problems and to

simplify computations.

MHS: Models situations geometrically to solve problems

9 connecting to other areas of mathematics or to other disciplines

(i.e., diagrams, coordinate systems, transformations).

State

In high school, parts of MHS:9 have been combined and

extended in MHS:11.

MHS: In high school, MHS:10 has been combined and extended in

10 MHS:11.

MHS: Uses the attributes, geometric properties, or theorems

11 involving lines, polygons and circles (e.g., parallel, perpendicular,

bisectors, diagonals, radii, diameters, central angles, arc length

excluding radians), the Pythagorean Theorem, Triangle Inequality

Theorem to solve mathematical situations or problems in context.

State

MHS: In high school, parts of MHS:12 have been combined and

12 extended in MHS:13.

MHS 13: Applies concepts of similarity, congruency or right triangle

trigonometry to determine length or angle measures and to

solve problems involving scale.

State

MHS: Demonstrates conceptual understanding of perimeter,

14 circumference, or area of two-dimensional figures or composites

of two-dimensional figures or surface area or volume of three-dimensional

figures or composites of three-dimensional figures

in problem-solving situations and uses appropriate units of

measure and expresses formulas for the perimeter, and area of

two-dimensional figures or composites of two-dimensional figures

or surface area or volume of three-dimensional figures or

composites of three-dimensional figures.

State

MHS: Measures and uses units of measures appropriately and

15 consistently when solving problems across the content

strands. Makes conversions within or across systems and

makes decisions concerning an appropriate degree of accuracy

in problem situations involving measurement. Uses measurement

conversion strategies, such as unit/dimensional analysis or uses

quotient measures, such as speed and density, that give per

unit amounts, or uses product measures, such as person hours

to solve problems. (See Appendix B for benchmark units and

equivalences for each grade.)

MHS: No MHS:16 at this grade level

16

MHS: Constructs1 or accurately represents congruent angles,

17 perpendicular lines, equilateral or isosceles triangles, triangle given

the side segments, or inscribe or circumscribe a figure.

MHS 18: No MHS:18 at this grade level

1 Construct—to draw a figure without measuring devices, using only a straight-edge and compass.

"Accurately represents" may include, for example, folding paper, using a protractor.

MHS: Solves and models problems by formulating, extending,

19 or generalizing linear and common nonlinear functions/

relations.)

State

And makes connections among representations of functions/

relations (equations, tables, graphs, symbolic notation, text).

MHS: Demonstrates conceptual understanding of linear

20 relationships and linear and nonlinear functions (including f(x) =

ax2_, f(x) = ax3_, absolute value function, exponential growth) through

analysis of intercepts, domain, range and constant and variable

rates of change in mathematical and contextual situations.

State

MHS: Demonstrates conceptual understanding of algebraic

21 expressions by evaluating, simplifying, or writing algebraic

expressions; and writes equivalent forms of algebraic expressions

or formulas ( d = rt –> r = d/t or solves a multivariable equation or

formula for one variable in terms of the others).

State

MHS: Demonstrates conceptual understanding of equality by

22 solving linear equations, systems of two linear equations,

or problems using tables, graphs, algebraic manipulation, or

technology.

State

Demonstrates conceptual understanding of inequality by solving

linear inequalities, comparing values of systems of linear functions,

using tables, graphs, algebraic manipulation, or technology.

MHS: Interprets a given representation(s) (box-and-whisker or scatter

23 plots, histograms, frequency charts) to make observations, to

answer questions or justify conclusions, to make predictions, or to

solve problems.

State

(IMPORTANT: Analyzes data consistent with concepts and skills in

MHS:24.)

MHS: Analyzes patterns, trends, or distributions in single variable

24 and two variable data in a variety of contexts by determining

or using measures of central tendency (mean, median, or

mode), dispersion (range or variation), outliers, quartile values,

or regression line or correlation (high, low/positive, negative)

to analyze situations, or to solve problems; and evaluates the

sample from which the statistics were developed (bias, random, or

nonrandom).

State

MHS: Organizes and displays data using scatter plots, histograms,

25 or frequency distributions to answer questions related to the data,

to analyze the data to formulate or justify conclusions, make

predictions, or to solve problems; or identifies representations or

elements of representations that best display a given set of data or

situation, consistent with the representations required in MHS: 23.

(IMPORTANT: Analyzes data consistent with concepts and skills in

MHS:24.)

MHS 26: Uses combinations, arrangements or permutations to solve

problems or to determine theoretical probability and experimental

probability.

State

MHS 27: For a probability event chooses an appropriate probability

model/simulations and uses it to estimate a theoretical

probability for a chance event and uses the concept of a probability

distribution to determine whether an event is rare or reasonably

likely.

MHS 28: In response to a question, designs investigations, considers

how data-collection methods affect the nature of the data set (i.e.,

sample size, bias, randomization, control group), collects data using

observations, surveys and experiments, purposes and justifies

conclusions and predictions based on the data.

MHS: Compares and contrasts theoretical and experimental

29 probabilities of events; and determines and/or interprets the

expected outcome of an event.

MHS: Demonstrate understanding of mathematical problem solving2

30 and communication by:4

• Approach and Reasoning—The strategies and skills used

to solve the problem, and the reasoning that supports the

approach;

• Execution—The answer and the mathematical work that

supports it;

• Observations and Extensions—Demonstration of observation,

connections, application, extensions, and generalizations;

• Mathematical Communication—The use of mathematical

vocabulary and representation to communicate the solution; and

• Presentation—Effective communication of how the problem was

solved, and of the reasoning used.