Jefferson County Schools
Jefferson County Schools

Mathematics - Algebra I Advanced

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.

Algebra I Advanced

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


Algebraic Concepts
The Algebraic Concepts Unit includes Competencies/Objectives which focus on algebraic equations and operations. Students explore the symbolic nature of algebraic concepts by identifying and extending patterns in algebra, by following algebraic procedures, and by proving theorems with properties.

    Properties: Communicate/Use
The learner will be able to communicate and use algebraic properties in symbolic manipulation.
Strand Bloom's Scope Hours Source
Properties Master TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 25
  
    Expressions: Operations/Justify
The learner will be able to perform operations on simple expressions, and informally justify the procedures selected.
Strand Bloom's Scope Hours Source
Expressions Master TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 25
  
    Inverse: Explain/Illustrate
The learner will be able to informally explain and illustrate the concept of inverse.
Strand Bloom's Scope Hours Source
Inverse Operations Master TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 24
  
    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, Algebra I, p. 25
  
    Linear System of Equations: Solve
The learner will be able to obtain solutions to linear systems employing a variety of methods including matrices.
Strand Bloom's Scope Hours Source
Linear Systems of Inequalities Application Master 1.5 TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 25
  
    Linear Equations: Explain Transformation
The learner will be able to explain the transformations of the graph that exist when coefficients and/or constants of the corresponding linear equations are changed.
Strand Bloom's Scope Hours Source
Linear Equations Comprehension Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 25
  
    Inequality: Interpret
The learner will be able to interpret graphs of inequalities.
Strand Bloom's Scope Hours Source
Inequalities Analysis Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 25
  
    Absolute Value: Connect
The learner will be able to connect concrete, graphical, oral, and symbolic illustrations of absolute value.
Strand Bloom's Scope Hours Source
Absolute Value Analysis Master 1.5 TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 24
  
    Inverse Operations: Describing
The learner will be able to describe the inverse operations of addition/subtraction and multiplication/division.
Strand Bloom's Scope Hours Source
Inverse Operations Comprehension Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 24
  
    Inverse Operations: Use
The learner will be able to use inverse operations.
Strand Bloom's Scope Hours Source
Inverse Operations Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 24
  
    Inverse Operations: Use
The learner will be able to use the concept of inverse.
Strand Bloom's Scope Hours Source
Inverse Operations Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 24
  
    Inverse Operations: Model
The learner will be able to model inverse operations.
Strand Bloom's Scope Hours Source
Inverse Operations Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 24
  
    Algebraic Concepts: Interpret
The learner will be able to interpret the outcomes of algebraic procedures.
Strand Bloom's Scope Hours Source
Algebraic Concepts Analysis Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 25
  
    Rates: Understand
The learner will be able to illustrate an understanding of rates and various derived and indirect measurements.
Strand Bloom's Scope Hours Source
Rates Application Master 1.5 TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 25
  
    Variable: Describe
The learner will be able to describe the definition of a variable in an expression, equation, and inequality.
Strand Bloom's Scope Hours Source
Variable Comprehension Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 25
  
    Variables: Solve Inequalities
The learner will be able to apply the idea of a variable in obtaining solutions to inequalities.
Strand Bloom's Scope Hours Source
Variable Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 25
  
    Variable: Expression/Equation
The learner will be able to use the concept of variable to simplify expressions and obtain solutions to equations.
Strand Bloom's Scope Hours Source
Variable Application Master 2.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 25
  
    Linear System of Equations: Elimination
The learner will be able to apply the elimination method to obtain a solution to a system of two linear equations.
Strand Bloom's Scope Hours Source
Linear Systems of Inequalities Application Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 3,Teacher Level 2 week tested: 16.
  
    Linear System of Equations: Graph Method
The learner will be able to apply the graphing method to obtain a solution to a system of two linear equations.
Strand Bloom's Scope Hours Source
Linear Systems of Inequalities Application Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 3,Teacher Level 2 week tested: 16.
  
    Properties: Associative/Represent
The learner will be able to model the associative properties of addition and multiplication using manipulatives.
Strand Bloom's Scope Hours Source
Properties Application Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 1,Teacher Level 1 week tested: 16.
  
    Properties: Commutative/Represent
The learner will be able to model the commutative properties of addition and multiplication using manipulatives.
Strand Bloom's Scope Hours Source
Properties Application Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 1,Teacher Level 1 week tested: 16.
  
    Equation: Describe/Relationship
The learner will be able to write an equation to explain the relationship between data sets.
Strand Bloom's Scope Hours Source
Equations Application Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 3,Teacher Level 2 week tested: 16.
  
    Equations: Write/Problem Solving
The learner will be able to symbolically express a problem solving scenario by writing an equation.
Strand Bloom's Scope Hours Source
Equations Application Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 3,Teacher Level 2 week tested: 16.
  
    Equations: Translating/Verbal Sentence
The learner will be able to make translations of verbal sentences into algebraic equations.
Strand Bloom's Scope Hours Source
Equations Synthesis Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 3,State Level 2 week tested: 16.
  
    Linear Equations: Identify
The learner will be able to identify the transformation of the graph that exists when coefficients and/or constants of the corresponding linear equations are changed.
Strand Bloom's Scope Hours Source
Linear Equations Knowledge Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 3,State Level 3 week tested: 16.
  
    Linear Equations: Solve/Integers
The learner will be able to apply integers to obtain solutions to one- and two-step linear equations.
Strand Bloom's Scope Hours Source
Linear Equations Application Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 3,State Level 1 week tested: 16.
  
    Linear Equations: Solve/Multiple-Step
The learner will be able to obtain solutions to linear equations that involve more than two steps and variables on one side of the equation only.
Strand Bloom's Scope Hours Source
Linear Equations Application Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 3,State Level 2 week tested: 16.
  
    Linear Equations: Model/Solution
The learner will be able to apply manipulatives to model the steps for solving basic linear equations.
Strand Bloom's Scope Hours Source
Linear Equations Application Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 3,Teacher Level 2 week tested: 16.
  
    Linear Equations: Solve/Multiple-Step
The learner will be able to obtain solutions to linear equations that involve more than two steps and have variables on both sides of the equation.
Strand Bloom's Scope Hours Source
Linear Equations Application Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 3,State Level 2 week tested: 16.
  
    Linear Equations: Solve/Parentheses
The learner will be able to obtain solutions to linear equations that involve more than two steps and have one set of parentheses on each side of the equation.
Strand Bloom's Scope Hours Source
Linear Equations Application Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 3,State Level 2 week tested: 16.
  
    Inequalities: 1-Variable/Recognize Graph
The learner will be able to recognize the graph of the solution to a one-variable inequality on a number line.
Strand Bloom's Scope Hours Source
Inequalities Knowledge Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 3,State Level 2 week tested: 16.
  
    Absolute Value: Explain/Number Line
The learner will be able to explain the absolute value of a number as distance from the origin by creating a number line.
Strand Bloom's Scope Hours Source
Absolute Value Comprehension Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 1,Teacher Level 2 week tested: 16.
  
    Absolute Value: Investigate
The learner will be able to investigate a variety of illustrations of absolute value.
Strand Bloom's Scope Hours Source
Absolute Value Analysis Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 1,Teacher Level 2 week tested: 16.
  
    Expressions: Add/Algebraic
The learner will be able to add algebraic expressions.
Strand Bloom's Scope Hours Source
Expressions Application Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 2,State Level 2 week tested: 16.
  
    Expressions: Subtract/Algebraic
The learner will be able to subtract algebraic expressions.
Strand Bloom's Scope Hours Source
Expressions Application Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 2,State Level 2 week tested: 16.
  
    Expressions: Evaluate/First Degree
The learner will be able to determine an answer for a first degree algebraic expression when given values for one or more variables.
Strand Bloom's Scope Hours Source
Expressions Application Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 3,State Level 1 week tested: 16.
  
    Expressions: Evaluate/Exponents
The learner will be able to determine an answer for an algebraic expression when given values for one or more variables applying grouping symbols and/or exponents less than four.
Strand Bloom's Scope Hours Source
Expressions Application Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 3,State Level 2 week tested: 16.
  
    Expressions: Represent/Algebraic
The learner will be able to apply manipulatives to illustrate algebraic expressions and operations.
Strand Bloom's Scope Hours Source
Expressions Application Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 3,Teacher Level 2 week tested: 16.
  
    Expressions: Translate
The learner will be able to translate word expressions into algebraic expressions.
Strand Bloom's Scope Hours Source
Expressions Synthesis Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 3,State Level 1 week tested: 16.
  
    Polynomials: Multiply/Two/Binomials
The learner will be able to perform multiplication on two polynomials with each polynomial having two terms or less.
Strand Bloom's Scope Hours Source
Polynomials Application Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 2,State Level 2 week tested: 16.
  
    Monomials: Simplify/Expanded Form
The learner will be able to simplify a monomial expressed in expanded form by applying exponents.
Strand Bloom's Scope Hours Source
Polynomials Application Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 1,State Level 1 week tested: 16.
  
    Binomials: Choose Area Representation
The learner will be able to choose the area illustration for a specific product of two one-variable binomials having positive constants and coefficients.
Strand Bloom's Scope Hours Source
Polynomials Application Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 2,State Level 3 week tested: 16.
  
    Rates: Slope/Real World Scenarios
The learner will be able to use the concept of slope to illustrate rate of change in a real world scenario.
Strand Bloom's Scope Hours Source
Rates Application Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 1,State Level 3 week tested: 16.
  
    Algorithms: Explore/Add/Multiply
The learner will be able to explore alternate algorithms that illustrate the relationship of multiplication to addition.
Strand Bloom's Scope Hours Source
Algorithms Analysis Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 1,Teacher Level 1 week tested: 16.
  
    Algorithms: Explore/Divide/Subtract
The learner will be able to explore alternate algorithms that illustrate the relationship of division to subtraction.
Strand Bloom's Scope Hours Source
Algorithms Analysis Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 1,Teacher Level 1 week tested: 16.
  
    Systems of Equations: Substitution
The learner will be able to solve a system of two equations with two variables through substitution.
Strand Bloom's Scope Hours Source
Systems of Equations Application Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 3,Teacher Level 2 week tested: 16.
  
    Systems of Equations: Method/Justify
The learner will be able to justify the choice of a method for obtaining a solution to a system of equations.
Strand Bloom's Scope Hours Source
Systems of Equations Evaluation Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 3,Teacher Level 2 week tested: 16.
  
    Number Sense: LCM/GCF/Algebraic
The learner will be able to compare and differentiate between the least common multiple (LCM) and greatest common factor (GCF) of a set of algebraic expressions.
Strand Bloom's Scope Hours Source
Number Sense Analysis Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 1,Teacher Level 2 week tested: 16.
  
    Problem Solving: Rate of Change/Apply
The learner will be able to use the concept of rate of change to obtain solutions to real world problems.
Strand Bloom's Scope Hours Source
Problem Solving Application Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 3,State Level 2 week tested: 16.
  
    Solution Methods: Justify/Results
The learner will be able to justify correct solutions of algebraic methods.
Strand Bloom's Scope Hours Source
Solution Methods Evaluation Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 3,Teacher Level 2 week tested: 16.
  
    Pascal's Triangle: Explore/Patterns
The learner will be able to investigate patterns in Pascal's Triangle.
Strand Bloom's Scope Hours Source
Binomial Expansion Analysis Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 3,Teacher Level 2 week tested: 16.
  
    Symbols: Choose/Algebraic Notation
The learner will be able to choose the algebraic notation that generalizes the pattern illustrated by data in a table.
Strand Bloom's Scope Hours Source
Symbols Application Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 3,State Level 2 week tested: 16.
  
    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
  

Calculus and Pre-Calculus
The Calculus/Pre-Calculus Unit includes Competencies/Objectives which focus on calculus concepts. Students study limits, matrix algebra, functions, vectors, conic sections, mathematical induction, and sequence and series using graphical calculators, computers, and models. The Calculus/Pre-Calculus Unit includes Competencies/Objectives which focus on calculus concepts. Students study limits, matrix algebra, functions, vectors, conic sections, mathematical induction, and sequence and series using graphical calculators, computers, and models.

    Matrices: Problems/Technology
The learner will be able to apply matrices in real world problem solving using appropriate technology.
Strand Bloom's Scope Hours Source
Matrices Application Master 1.5 TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 25
  
    Matrices: Determinant/Describe
The learner will be able to describe the importance of the value of the determinant of a matrix.
Strand Bloom's Scope Hours Source
Matrices Comprehension Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 2,Teacher Level 2 week tested: 16.
  
    Matrices: Add/Technology
The learner will be able to apply suitable technology to perform addition of matrices.
Strand Bloom's Scope Hours Source
Matrices Application Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 2,Teacher Level 2 week tested: 16.
  
    Matrices: Subtract/Technology
The learner will be able to apply suitable technology to perform subtraction of matrices.
Strand Bloom's Scope Hours Source
Matrices Application Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 2,Teacher Level 2 week tested: 16.
  
    Matrices: Multiply Scalar/Technology
The learner will be able to apply suitable technology to perform scalar multiplication of matrices.
Strand Bloom's Scope Hours Source
Matrices Application Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 2,Teacher Level 2 week tested: 16.
  
    Matrices: Solve/System of Equations
The learner will be able to apply matrices and technology to solve systems of equations.
Strand Bloom's Scope Hours Source
Matrices Application Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 2,Teacher Level 3 week tested: 16.
  
    Matrices/Vectors: Comprehension
The learner will be able to build a comprehension of the properties of, and representations for, the addition and multiplication of vectors and matrices.
Strand Bloom's Scope Hours Source
Matrices Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Complex Numbers: Comprehend/Solutions
The learner will be able to comprehend complex numbers as solutions to quadratic equations that do not have real solutions.
Strand Bloom's Scope Hours Source
Complex Numbers Comprehension Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Matrices: Comprehend/Real Numbers
The learner will be able to comprehend matrices as systems that have some of the properties of the real number system.
Strand Bloom's Scope Hours Source
Matrices Comprehension Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Vectors: Comprehend/Real Numbers
The learner will be able to comprehend vectors as systems that have some of the properties of the real number system.
Strand Bloom's Scope Hours Source
Vectors Comprehension Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  

Data Interpretation
The Data Interpretation Unit includes Competencies/Objectives which focus on the study and use of graphical forms. Students collect and classify data, organize and display data, use logical reasoning, and problem solving. The Data Interpretation Unit includes Competencies/Objectives which focus on the study and use of graphical forms. Students collect and classify data, organize and display data, use logical reasoning, and problem solving.

    Graphs: Draw/Interpret
The learner will be able to draw and/or interpret graphs which model real world phenomena.
Strand Bloom's Scope Hours Source
Graphing Master TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 25, p. 25
  
    Circle Graphs: Interpret/Real World
The learner will be able to make interpretations of circle graphs that illustrate real world data.
Strand Bloom's Scope Hours Source
Circle Graphs Analysis Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 4,State Level 1 week tested: 16.
  
    Bar Graphs: Interpret/Real World
The learner will be able to make interpretations of bar graphs that illustrate real world data.
Strand Bloom's Scope Hours Source
Bar Graphs Analysis Master 0.5 TN: Gateway Test, 1999, Algebra I, Std. 4,State Level 1 week tested: 16.
  
    Analyzing Graphs: Judge/Choice
The learner will be able to judge the choice of a graphical illustration which best explains specific data.
Strand Bloom's Scope Hours Source
Analyzing/Evaluating Graphical Forms Evaluation Master 1.0 TN: Gateway Test, 1999, Algebra I, Std. 4,Teacher Level 2 week tested: 16.
  
    Scatterplots: Understand
The learner will be able to understand scatterplots.
Strand Bloom's Scope Hours Source
Scatterplots Comprehension Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Data Analysis and Probability Standard
  
    Scatterplots: Create
The learner will be able to create a scatterplot to display data.
Strand Bloom's Scope Hours Source
Scatterplots Synthesis Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Data Analysis and Probability Standard
  

Functions
The Functions Unit includes Competencies/Objectives which focus on exploring polynomial, rational, exponential, logarithmic, trigonometric, and circular functions. The Functions Unit includes Competencies/Objectives which focus on exploring polynomial, rational, exponential, logarithmic, trigonometric, and circular functions.

    Functions: Explain
The learner will be able to explain the domain and range of functions and describe restrictions imposed by either the operations or by the real world scenario which the functions illustrate.
Strand Bloom's Scope Hours Source
Functions Master TN: Curriculum Framework (9-12), January 30, 1998, Algebra I, p. 25