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Standard 4.1:
All Students Will Develop The Ability To Pose And Solve
Mathematical Problems In Mathematics, Other Disciplines,
And Everyday Experiences
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Standard 4.2:
All Students Will Communicate Mathematically Through Written,
Oral, Symbolic, And Visual Forms Of Expression
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Standard 4.3:
All Students Will Connect Mathematics To Other Learning
By Understanding The Interrelationships Of Mathematical
Ideas And The Roles That Mathematics And Mathematical
Modeling Play In Other Disciplines And In Life
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Descriptive Statement:
Problem posing and problem solving involve examining situations
that arise in mathematics and other disciplines and in
common experiences, describing these situations mathematically,
formulating appropriate mathematical questions, and using
a variety of strategies to find solutions. By developing
their problem-solving skills, students will come to realize
the potential usefulness of mathematics in their lives.
Building upon knowledge and skills gained in the preceding
grades, and demonstrating continued progress in Indicators
4, 5, 6, 7, 8, 12, and 14 above, by the end of Grade 12,
students: |
Descriptive Statement:
Communication of mathematical ideas will help students
clarify and solidify their understanding of mathematics.
By sharing their mathematical understandings in written
and oral form with their classmates, teachers, and parents,
students develop confidence in themselves as mathematics
learners and enable teachers to better monitor their progress.
Building upon knowledge and skills gained in the preceding
grades, and demonstrating continued progress in Indicators
1, 2, 3, 4, 5, 6, 7, and 8 above, by the end of Grade
12, students: |
Descriptive Statement:
Making connections enables students to see relationships
between different topics, and to draw on those relationships
in future study. This applies within mathematics, so that
students can translate readily between fractions and decimals,
or between algebra and geometry; to other content areas,
so that students understand how mathematics is used in
the sciences, the social sciences, and the arts; and to
the everyday world, so that students can connect school
mathematics to daily life.
Building upon knowledge and skills gained in the preceding
grades, and demonstrating continued progress in Indicators
1, 2, 3, 8, 9, 10 and 11 above, by the end of Grade 12,
students: |
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Cumulative Progress Indicators
| 15. |
Use discovery-oriented,
inquiry-based, and problem-centered approaches to
investigate and understand the mathematical content
appropriate to the high school grades. |
| 16. |
Recognize, formulate,
and solve problems arising from mathematical situations,
everyday experiences, applications to other disciplines,
and career applications. |
| 17. |
Monitor their own progress
toward problem solutions. |
| 18. |
Explore the validity and efficiency
of various problem-posing and problem-solving strategies,
and develop alternative strategies and generalizations
as needed. |
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Cumulative Progress Indicators
| 9. |
Formulate questions,
conjectures, and generalizations about data, information,
and problem situations. |
| 10. |
Reflect on and clarify
their thinking so as to present convincing arguments
for their conclusions. |
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Cumulative Progress Indicators
| 12. |
Recognize how mathematics
responds to the changing needs of society, through
the study of the history of mathematics. |
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