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New Jersey Core Curriculum Content Standards

May 1996

CCCS Home | 1996 CCCS Home | 1996 Curriculum Frameworks

All Students Will Integrate Mathematics As A Tool For Problem-Solving In Science, And As A Means Of Expressing And/Or Modeling Scientific Theories

**Descriptive Statement: **Galileo is credited with asserting that
"Mathematics is the language with which God wrote the Universe." Science
cannot be practiced or learned without appreciation of the role of mathematics
in discovering and expressing natural laws. This standard recognizes the
need for students to fully integrate mathematics skills with their learning
of science.

**Cumulative Progress Indicators**

By the end of Grade 4, students:

1. |
Judge whether estimates, measurements, and computations of quantities are reasonable. |

2. |
Use a variety of measuring instruments, emphasizing appropriate units |

3. |
Use mathematical skills and concepts in ordering, counting, identifying, measuring, and describing. |

4. |
Use tables and graphs to represent and interpret data. |

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:

5. |
Recognize and comprehend the orders of magnitude associated with large and small physical quantities. |

6. |
Express experimental data in several equivalent forms such as integers, fractions, decimals, and percents. |

7. |
Infer mathematical relationships among variables using graphs, tables, and charts. |

8. |
Express the output units of the calculation in terms of the input units. |

9. |
Select appropriate measuring instruments based on the degree of precision needed. |

10. |
Find the mean and median of a set of experimental data. |

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:

11. |
Express the results of mathematical operations based on the degree of precision of the input data. |

12. |
Use computer spreadsheets, graphing, and database programs to assist in quantitative analysis. |

13. |
Evaluate the possible effects of measurement errors on calculations. |

14. |
Express physical relationships in terms of mathematical equations derived from collected data. |

15. |
Use mathematical models to predict physical phenomena. |

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