La. Admin. Code tit. 28 § CXLI-527

Current through Register Vol. 50, No. 11, November 20, 2024

Section CXLI-527 - Ninth-Twelfth Grade Span

A. Focus

1. In number and number relations, students in grades 9 through 12 (only grades 9 through 11 are assessed) continue to work with numbers to demonstrate computational fluency in addition and subtraction, while developing their understanding of multiplication and division by using manipulatives and concrete models. An introduction to basic concepts of proportional reasoning also occurs during this time.

2. Algebra continues to be a study of modeling using pictures, objects, and letters, as well as solving simple equations. Students in grades 9 through 12 use their knowledge in the measurement strand to study the concepts of area and perimeter in standard and non-standard units. They also continue to refine their skills in map reading and usage. A second type of transformation, a translation, is introduced to the students, in addition to continuing to apply positional concepts.

3. Work within the data strand uses students' knowledge of tables, charts, or graphs to make comparisons and interpret data. Students also maintain the skill of predicting outcomes of events. In patterns, the students continue to work with patterns by extending, as well as reproducing patterns. Students with significant cognitive disabilities access much of the same information and work on many skills through the complexity levels.

B. Strands

1. Number and Number Relations. In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools.

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2. Algebra. In problem-solving investigations, students demonstrate an understanding of concepts and processes that allows them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations.

Grades 9-12

Mathematics

Benchmarks

Grade Level Expectations

Extended

Standards

Complexity Levels

A-1-H: demonstrating the ability to translate real-world situations (e.g., distance-versus-time relationships, population growth, growth functions for diseases, growth of minimum wage, auto insurance tables) into algebraic expressions, equations, and inequalities and vice versa

A-4-H: solving algebraic equations and inequalities using a variety of techniques with the appropriate tools (e.g., hand-held manipulatives, graphing calculator, symbolic manipulator, or pencil and paper)

9. Model real-life situations using linear expressions, equations, and inequalities (A-1-H) (D-2-H) (P-5-H)

10. Model and solve problems involving quadratic, polynomial, exponential, logarithmic, step function, rational, and absolute value equations using technology (A-4-H)

ES-9/10: Model and solve equations using pictures, objects, and letters that relate to real-life relationships

3. Use visual representations or objects to solve an equation

2. Use visual representations or objects to model an equation

1. Identify a picture sequence to complete a routine task

3. Measurement. In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement.

Grades 9-12

Mathematics

Benchmarks

Grade Level Expectations

Extended

Standards

Complexity Levels

M-3-H: estimating, computing, and applying physical measurement using suitable units (e.g., calculate perimeter and area of plane figures, surface area and volume of solids presented in real-world situations)

21. Determine appropriate units and scales to use when solving measurement problems (M-2-H) (M-3-H) (M-1-H)

7. Find volume and surface area of pyramids, spheres, and cones (M-3-H) (M-4-H)

ES-21/7: Apply the concepts of area and perimeter to real-world situations

3. Determine the area or perimeter of an object using given standard units

2. Determine the area or perimeter of an object using non-standard units (e.g., to cover an object or to go around an object)

1. Distinguish between the concepts of area and perimeter

4. Geometry. In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings.

Grades 9-12 Mathematics
Benchmarks	Grade Level Expectations	Extended Standards	Complexity Levels
G-3-H: solving problems using coordinate methods, as well as synthetic and transformational methods (e.g., transform on a coordinate plane a design found in real-life situations)	23. Use coordinate methods to solve and interpret problems (e.g., slope as rate of change, intercept as initial value, intersection as common solution, midpoint as equidistant) (G-2-H) (G-3-H) 16. Represent and solve problems involving distance on a number line or in the plane (G-3-H)	ES-23/16: Use and read a map/grid	3. Find the horizontal and vertical lengths of a path between two points on a grid 2. Select a model of a route from one specific point to another 1. Identify/recognize locations on a map and/or floor plan
26. Perform translations and line reflections on the coordinate plane (G-3-H) 14. Develop and apply coordinate rules for translations and reflections of geometric figures (G-3-H)	ES-26/14: Identify a simple transformation (i.e., slide) and apply positional concepts	3. Identify a model of a translation (i.e., slide) 2. Recognize and apply positional concepts (e.g., front, behind) 1. Follow simple spatial directions (e.g., left, right, up, down)

5. Data Analysis, Probability, and Discrete Math. In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical-thinking skills in order to make informed decisions.

Grades 9-12 Mathematics
Benchmarks	Grade Level Expectations	Extended Standards	Complexity Levels
D-7-H: making inferences from data that are organized in charts, tables, and graphs (e.g., pictograph; bar, line, or circle graph; stem-and-leaf plot or scatter plot)	28. Identify trends in data and support conclusions by using distribution characteristics such as patterns, clusters, and outliers (D-1-H) (D-6-H) (D-7-H) 22. Interpret and summarize a set of experimental data presented in a table, bar graph, line graph, scatter plot, matrix, or circle graph (D-7-H)	ES-28/22: Use data in real-life situations	3. Solve a problem or answer questions using data from a chart or graph 2. Compare data in tables, charts, and/or graphs 1. Use tables, charts, and/or graphs to locate information in daily activities
D-4-H: demonstrating an understanding of the calculation of finite probabilities using permutations, combinations, sample spaces, and geometric figures	32. Compute probabilities using geometric models and basic counting techniques such as combinations and permutations (D-4-H) 21. Determine the probability of conditional and multiple events, including mutually and non-mutually exclusive events (D-4-H) (D-5-H)	ES-32/21: Identify events and make predictions about outcomes	3. Make predictions about outcomes of daily events 2. Identify events as possible/impossible or likely/unlikely 1. Identify the next event in a routine

6. Patterns, Relations, and Functions. In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations.

Grades 9-12

Mathematics

Benchmarks

Grade Level Expectations

Extended

Standards

Complexity Levels

P-1-H: modeling the concepts of variables, functions, and relations as they occur in the real world and using the appropriate notation and terminology

P-2-H: translating between tabular, symbolic, or graphic representations of functions

37. Analyze real-life relationships that can be modeled by linear functions (P-1-H) (P-5-H)

27. Translate among tabular, graphical, and symbolic representations of patterns in real-life situations, with and without technology (P-2-H) (P-3-H) (A-3-H)

ES-37/27: Analyze and extend a pattern

3. Reproduce a pattern

2. Find the missing element in a pattern

1. Extend a pattern

La. Admin. Code tit. 28, § CXLI-527

Promulgated by the Board of Elementary and Secondary Education, LR 34:2375 (November 2008).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4.