Jefferson County Schools
Jefferson County Schools

Mathematics - Geometry

Mathematics

The Tennessee Mathematics Framework for grades 9 through 12 includes skills for many different High School level courses, and contains the following process standards:

MATHEMATICS AS PROBLEM SOLVING

The study of mathematics must emphasize Problem Solving opportunities which require various approaches to investigate, understand, and apply mathematical concepts.
The development of each learner’s ability to solve problems is essential if he or she is to be a productive citizen. We strongly endorse the first recommendation of An Agenda for Action (NCTM, 1980): "Problem solving must be the focus of school mathematics." To develop such abilities, students need to work on problems that may take hours, days, and even weeks to solve. Some may be relatively simple exercises to be accomplished independently; some should involve small groups or an entire class working cooperatively; and some problems should also be open-ended with no single right answer.
"Mathematics as Problem Solving" emphasizes the learners’ use of a broad base of strategies to:
Investigate and understand mathematical content
Recognize and formulate problems from within and outside of mathematics
Use mathematical modeling and appropriate technology to solve a wide variety of problems, including real-world problems.
Generalize solutions and strategies, applying them to new problems
Increase confidence in their ability to use mathematics meaningfully and to become independent problem solvers.

MATHEMATICS AS COMMUNICATION

The study of mathematics must emphasize Communication by requiring opportunities to explain, conjecture, summarize, and defend one’s ideas orally, in writing, and through the use of technology.
The development of a learner’s power to think mathematically involves learning the signs, symbols, and terms of mathematics. This is best accomplished in problem situations in which students have an opportunity to read, write, and discuss ideas in which the use of the language of mathematics becomes natural. As students communicate their ideas, they learn to clarify, refine, and consolidate their answers.
"Mathematics as Communication" focuses on the learners’ development of using language and symbols to:
Reflect and clarify thinking about mathematical ideas and situations
Express mathematical ideas and relationships, orally, in writing, and with physical material, pictures, and diagrams
Understand and value the role of mathematical notation
Realize that representing, discussing, listening, writing, and reading mathematics are vital aspect of mathematics study and use
Use mathematical notation to formulate generalizations.

MATHEMATICS AS REASONING

The study of mathematics must emphasize Reasoning which requires critical thinking, logical argument, and justification of solutions, of thought processes, and of conjectures.
Making conjectures, gathering evidence, and building an argument to support such notions are fundamental to doing mathematics. In fact, a demonstration of good reasoning should be rewarded even more than the learner’s ability to find correct answers.
"Mathematics as Reasoning" concentrates on leading the learners to:
Make and test mathematical conjectures
Make, follow, and judge the value of mathematical arguments
Draw logical conclusions
Justify solution-finding processes and answers.

MATHEMATICAL CONNECTIONS

The study of mathematics must emphasize making Connections among the various topics within mathematics, between mathematics and other disciplines, and between mathematics and "real world" situations.
The mathematics curriculum is often viewed as consisting of several discrete stands; so topics tend to be taught in isolation. Unless the learners connect ideas both among and between areas of mathematics, they learn isolated skills rather than develop the ability to recognize general principles and procedures relevant to several areas. Connecting conceptual understanding to procedures will enable learners to apply, recreate, and invent new procedures when needed. Failure to connect conceptual understanding to procedures results in a view of mathematics as an arbitrary set of rules. Learners should have many opportunities to observe and work with the interaction of mathematics with other subjects and with everyday society. Problems become meaningful when they relate to the learners’ experiences. Mathematics must be integrated into contexts that give its symbols and processes practical meaning. The school environment is rich with opportunities to use mathematics in other subject areas as well as other subject area content in mathematics.
"Mathematical Connections" concentrate on enabling the learners to:
Appreciate mathematics as an integrated whole, linking conceptual and procedural knowledge within the discipline and relating multiple representations of concepts or procedures to one another.
Apply mathematical thinking and modeling to solve substantial problems that arise in other disciplines and curriculum areas, such as art, business, music, psychology, industrial arts, computer technology, social studies, and sciences, such as biology, chemistry, and physics.
Use, recognize, and value the varied roles of mathematics in their lives, cultures, and society.

The Principles and Standards for School Mathematics describe the mathematical understanding, knowledge, and skills that students should acquire from prekindergarten through grade 12.

Algebra I is the Tennessee End-of-course test that must be passed before graduation to earn a high school diploma.

Geometry

The Tennessee Mathematics Framework for grades 9 through 12 outlines skills to be taught in Geometry.


Algebraic Concepts

    Algebraic Concepts: Measure/Approximate
The learner will be able to obtain solutions to problems in measurement and approximation using algebraic thought processes and symbolism.
Strand Bloom's Scope Hours Source
Algebraic Concepts Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
  
    Proofs: Use
The learner will be able to use reflexive, transitive, and symmetric properties when suitable.
Strand Bloom's Scope Hours Source
Algebraic Proofs Application Master 1.5 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Operations: Develop/Proficiency
The learner will be able to develop proficiency in operations with real numbers, vectors, and matrices, by applying mental math or paper and pencil computations for simple problems, and by applying technology for the more complex problems.
Strand Bloom's Scope Hours Source
Operations Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Rates: Estimate/Interpret
The learner will be able to estimate and interpret rates of change using graphical and numerical data.
Strand Bloom's Scope Hours Source
Rates Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Algebra Standard
  
    Symbols: Manipulation
The learner will be able to assess the meaning, usefulness, and reasonableness of the results of symbol manipulations, including those performed using technology.
Strand Bloom's Scope Hours Source
Symbols Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Algebra Standard
  
    Operations: Relationships
The learner will be able to comprehend the relationships among operations.
Strand Bloom's Scope Hours Source
Operations Comprehension Master 2.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Algebraic Concepts: Symbolism/Apply
The learner will be able to apply algebraic symbolism as a tool to represent mathematical relationships.
Strand Bloom's Scope Hours Source
Algebraic Concepts Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Algebra Standard
  
    Algebraic Concepts: Apply/Symbolism
The learner will be able to apply algebraic symbolism as a tool to describe mathematical relationships.
Strand Bloom's Scope Hours Source
Algebraic Concepts Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Algebra Standard
  
    Computation: Fluency
The learner will be able to compute fluently.
Strand Bloom's Scope Hours Source
Computation Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Computations: Assess/Reasonableness
The learner will be able to assess the reasonableness of numerical computations.
Strand Bloom's Scope Hours Source
Computation Evaluation Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Computations: Assess/Reasonableness
The learner will be able to assess the reasonableness of the results of numerical computations.
Strand Bloom's Scope Hours Source
Computation Evaluation Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  

Geometry
The Geometry Unit includes Competencies/Objectives which focus on exploring geometric concepts from multiple perspectives. Students study properties and construction of figures, proofs and theorems, history of geometry, transformations, logic, and problem solving.

    Figures: Explain/Define
The learner will be able to explain objects and identify the minimum conditions needed to define the object.
Strand Bloom's Scope Hours Source
Figures Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Problem Solving: Applying Concepts
The learner will be able to apply learned geometry concepts in solving problems.
Strand Bloom's Scope Hours Source
Problem Solving Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
  
    Geometric Relationships: Identify
The learner will be able to identify and explain the relationships among families of geometric figures.
Strand Bloom's Scope Hours Source
Geometric Relationships Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Congruence/Similarity: Understand
The learner will be able to illustrate an understanding of the geometric properties of congruence and similarity.
Strand Bloom's Scope Hours Source
Congruence/Similarity/Symmetry Comprehension Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Congruence/Similarity: Relationships
The learner will be able to study relationships among corresponding parts of similar or congruent figures.
Strand Bloom's Scope Hours Source
Congruence/Similarity/Symmetry Analysis Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Circle: Real World Problems
The learner will be able to solve real world problems applying geometric properties of circles.
Strand Bloom's Scope Hours Source
Circles Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Transformations: Understanding
The learner will be able to illustrate an understanding of transformations of figures.
Strand Bloom's Scope Hours Source
Transformations Comprehension Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Inductive Reasoning: Conjecture
The learner will be able to apply techniques of inductive reasoning to formulate a conjecture.
Strand Bloom's Scope Hours Source
Reasoning Synthesis Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Deductive Reasoning: Justify
The learner will be able to use deductive reasoning to justify conclusions.
Strand Bloom's Scope Hours Source
Reasoning Synthesis Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Logic: Reasoning/Truth
The learner will be able to apply indirect and deductive reasoning to determine the truth of a statement.
Strand Bloom's Scope Hours Source
Logic Synthesis Master 1.5 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Problem Solving: Solid Geometry
The learner will be able to use properties of solid geometry to obtain solutions to practical problems in real world settings.
Strand Bloom's Scope Hours Source
Problem Solving Application Master 2.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Spatial Thinking: Describe Position
The learner will be able to describe position using spatial sense with two-dimensional coordinate systems.
Strand Bloom's Scope Hours Source
Spatial Thinking Comprehension Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Spatial Thinking: Describe Position
The learner will be able to describe position using spatial sense with three-dimensional coordinate systems.
Strand Bloom's Scope Hours Source
Spatial Thinking Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Parallel/Perpendicular: Properties
The learner will be able to illustrate an understanding of the properties of perpendicularity and parallelism.
Strand Bloom's Scope Hours Source
Lines: Parallel/Perpendicular Application Master 1.5 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Right Triangles: Use/Relationships
The learner will be able to use right triangle relationships including the Pythagorean Theorem, distance formula and/or trigonometric ratios.
Strand Bloom's Scope Hours Source
Right Triangles Application Master 1.5 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Polygons: Real World Problems
The learner will be able to solve real world problems using geometric properties of polygons.
Strand Bloom's Scope Hours Source
Polygons Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Two-/Three-Dimensional: Study
The learner will be able to study properties and identify the characteristics of two- and three-dimensional objects.
Strand Bloom's Scope Hours Source
Figures: Two-/Three-Dimensional Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Two-/Three-Dimensional: Investigate
The learner will be able to investigate relationships, including congruence and similarity, among classes of two- and three-dimensional objects, formulate and test conjectures about them, and obtain solutions to problems involving them.
Strand Bloom's Scope Hours Source
Figures: Two-/Three-Dimensional Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Two-/Three-Dimensional: Draw/Create
The learner will be able to draw and create representations of two- and three-dimensional geometric objects using many different tools.
Strand Bloom's Scope Hours Source
Figures: Two-/Three-Dimensional Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Three-Dimensional: Visualize
The learner will be able to visualize three-dimensional objects from various perspectives and study their cross sections.
Strand Bloom's Scope Hours Source
Three-Dimensional Solids Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Transformations: Apply/Representations
The learner will be able to apply different representations to aide in the understanding of the effects of simple transformations and their compositions.
Strand Bloom's Scope Hours Source
Transformations Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Transformations: Comprehend/Illustrate
The learner will be able to comprehend and illustrate translations, reflections, rotations, and dilations of objects in the plane by applying sketches, coordinates, vectors, function notation, and matrices.
Strand Bloom's Scope Hours Source
Transformations Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Geometric Concepts: Apply
The learner will be able to apply geometric concepts to obtain solutions to problems in, and gain insights into, other content areas and other areas of interest.
Strand Bloom's Scope Hours Source
Geometric Concepts Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Proofs/Theorems: Establish/Validity
The learner will be able to establish the validity of geometric conjectures by applying deduction, prove theorems, and judge arguments made by others.
Strand Bloom's Scope Hours Source
Geometric Proofs/Theorems Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Spatial Relationships: Location
The learner will be able to specify locations and explain spatial relationships by applying coordinate geometry and various other representational systems.
Strand Bloom's Scope Hours Source
Spatial Relationships Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Geometric Models: Apply
The learner will be able to apply geometric models in order to gain insights into, and answer questions in, other topics in mathematics.
Strand Bloom's Scope Hours Source
Geometric Models Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Solids: Study/Characteristics
The learner will be able to study the characteristics of three-dimensional solids.
Strand Bloom's Scope Hours Source
Three-Dimensional Solids Analysis Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Solids: Study/Properties
The learner will be able to study the properties of three-dimensional solids.
Strand Bloom's Scope Hours Source
Three-Dimensional Solids Analysis Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Shapes: Study/Characteristics
The learner will be able to study the characteristics of two-dimensional shapes.
Strand Bloom's Scope Hours Source
Two-Dimensional Shapes Analysis Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Shapes: Study/Properties
The learner will be able to study the properties of two-dimensional shapes.
Strand Bloom's Scope Hours Source
Two-Dimensional Shapes Analysis Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Transformations: Apply
The learner will be able to apply transformations to study mathematical situations.
Strand Bloom's Scope Hours Source
Transformations Analysis Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Reasoning: Spatial
The learner will be able to use spatial reasoning to solve problems.
Strand Bloom's Scope Hours Source
Reasoning Synthesis Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Proofs: Choose
The learner will be able to choose from many different methods of proofs.
Strand Bloom's Scope Hours Source
Proofs Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Reasoning and Proof Standard
  
    Proofs: Apply
The learner will be able to apply many different methods of proofs.
Strand Bloom's Scope Hours Source
Proofs Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Reasoning and Proof Standard
  
    Symmetry: Apply
The learner will be able to apply symmetry to study mathematical scenarios.
Strand Bloom's Scope Hours Source
Symmetry Analysis Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Problem Solving: Geometric Models
The learner will be able to obtain solutions to problem situations with geometric models.
Strand Bloom's Scope Hours Source
Problem Solving Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Problem Solving: Apply
The learner will be able to apply vertex-edge graphs in order to model problems.
Strand Bloom's Scope Hours Source
Problem Solving Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Problem Solving: Apply
The learner will be able to apply vertex-edge graphs in order to obtain solutions to problems.
Strand Bloom's Scope Hours Source
Problem Solving Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Spatial Thinking: Problem Solving
The learner will be able to obtain solutions to problems using spatial visualization.
Strand Bloom's Scope Hours Source
Spatial Thinking Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  
    Geometric Relationships: Create/Argument
The learner will be able to create mathematical arguments about geometric relationships.
Strand Bloom's Scope Hours Source
Geometric Relationships Synthesis Master 2.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Geometry Standard
  

Measurement
The Measurement Unit includes Competencies/Objectives which focus on measurement concepts, applications, and analysis. Students study length, area, circumference, perimeter, volume, weight, formulas, distance, calendar, money, tools, accuracy, units, constructions, patterns, and problem solving.

    Problem Solving: Geometric
The learner will be able to use measurement ideas and relationships in geometric problem solving situations.
Strand Bloom's Scope Hours Source
Problem Solving Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
  
    Problem Solving: Algebraic
The learner will be able to use measurement ideas and relationships in algebraic problem solving scenarios.
Strand Bloom's Scope Hours Source
Problem Solving Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
  
    Measurement Concepts: Approximate/Solve
The learner will be able to apply the idea of length, area, and volume to approximate and obtain solutions to real world problems.
Strand Bloom's Scope Hours Source
Measurement Concepts Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
  
    Tools: Select
The learner will be able to select appropriate tools to measure quantities in order to achieve precision, accuracy, and error (or tolerance) of measurements.
Strand Bloom's Scope Hours Source
Tools/Instruments Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
  
    Accuracy: Select/Methods
The learner will be able to select appropriate methods to measure quantities in order to achieve precision, accuracy, and tolerance of measurements.
Strand Bloom's Scope Hours Source
Accuracy Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
  
    Measurement Processes: Comprehend
The learner will be able to comprehend the measurable characteristics of objects and the units, systems, and processes of measurement.
Strand Bloom's Scope Hours Source
Measurement Processes Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Measurement Standard
  
    Measurement: Apply/Ideas
The learner will be able to use informal ideas of successive approximation, upper and lower bounds, and limit in measurement scenarios.
Strand Bloom's Scope Hours Source
Measurement: Application Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Measurement Standard
  
    Formulas: Comprehend/Apply
The learner will be able to comprehend and apply formulas for the area, surface area, and volume of figures, including cylinders, spheres, and cones.
Strand Bloom's Scope Hours Source
Formulas Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Measurement Standard
  
    Measurement Processes: Use
The learner will be able to use various methods to determine measurements.
Strand Bloom's Scope Hours Source
Measurement Processes Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Measurement Standard
  
    Units: Decide/Appropriate
The learner will be able to make decisions about appropriate units for measurement problem scenarios.
Strand Bloom's Scope Hours Source
Units Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Measurement Standard
  
    Measurement Analysis: Apply/Units
The learner will be able to apply unit analysis to check computations in measurement.
Strand Bloom's Scope Hours Source
Measurement: Analysis Analysis Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Measurement Standard
  
    Scales: Decide/Appropriate
The learner will be able to make decisions about appropriate scales for measurement problem scenarios.
Strand Bloom's Scope Hours Source
Scale Drawings Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Measurement Standard
  
    Accuracy: Study
The learner will be able to study accuracy in measurement scenarios.
Strand Bloom's Scope Hours Source
Accuracy Analysis Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Measurement Standard
  
    Accuracy: Study/Precision
The learner will be able to study precision in measurement scenarios.
Strand Bloom's Scope Hours Source
Accuracy Analysis Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Measurement Standard
  
    Accuracy: Study/Error
The learner will be able to study approximate error in measurement scenarios.
Strand Bloom's Scope Hours Source
Accuracy Analysis Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Measurement Standard
  
    Formulas: Use/Determine Measures
The learner will be able to use various formulas to determine measurements.
Strand Bloom's Scope Hours Source
Formulas Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Measurement Standard
  
    Tools: Use/Determine Measures
The learner will be able to use various tools for determining measurements.
Strand Bloom's Scope Hours Source
Tools/Instruments Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Measurement Standard
  

Number Theory
The Number Theory Unit includes Competencies/Objectives which focus on manipulating number forms and classifications. Students make connections between number forms and their real world applications.

    Number Size: Rational/Irrational
The learner will be able to illustrate an understanding of the relative size of rational and irrational numbers.
Strand Bloom's Scope Hours Source
Number Size Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
  
    Number Theory: Problem Solving
The learner will be able to use number theory concepts to solve problems.
Strand Bloom's Scope Hours Source
Number Theory Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
  
    Equivalent Forms: Write
The learner will be able to write equivalent forms of equations, inequalities, and systems of equations and obtain solutions for them with fluency by applying mental math or paper and pencil in simple scenarios and by applying technology in all scenarios.
Strand Bloom's Scope Hours Source
Equivalent Forms Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Algebra Standard
  
    Number Size: Comprehend/Large/Small
The learner will be able to build a deeper comprehension of very large and very small numbers and the different representations of them.
Strand Bloom's Scope Hours Source
Number Size Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Math Structures: Illustrate/Analyze
The learner will be able to illustrate and analyze mathematical situations and structures by applying algebraic symbols.
Strand Bloom's Scope Hours Source
Math Structures Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Algebra Standard
  
    Equivalent Forms: Comprehend
The learner will be able to comprehend the meaning of equivalent forms of expressions, equations, inequalities, and relations.
Strand Bloom's Scope Hours Source
Equivalent Forms Comprehension Master 2.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Algebra Standard
  
    Number Theory: Apply/Arguments
The learner will be able to apply number theory arguments in order to justify relationships involving whole numbers.
Strand Bloom's Scope Hours Source
Number Theory Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Number Forms: Understand/Relationships
The learner will be able to understand number relationships.
Strand Bloom's Scope Hours Source
Number Forms: Relationships Comprehension Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Number Forms: Represent/Understand
The learner will be able to understand the various ways of representing numbers.
Strand Bloom's Scope Hours Source
Number Forms: Representing Comprehension Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Number Systems: Understand
The learner will be able to comprehend number systems.
Strand Bloom's Scope Hours Source
Number Systems Comprehension Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  

Numeration
The Numeration Unit includes Competencies/Objectives which focus on exploring ordinality, identifying and extending number patterns, comparing numbers, and demonstrating number relationships.

    Patterns: Problem Solving/Real World