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Descriptive Statement:
Number sense is defined as an intuitive feel for numbers
and a common sense approach to using them. It is a comfort with what numbers represent, coming
from investigating their characteristics and using them
in diverse
situations. It involves an understanding of how different
types of numbers, such as fractions and decimals, are
related to each other, and how they can best be used to
describe a particular situation. Number sense is an attribute
of all successful users of
mathematics.
Building upon knowledge and skills gained in the preceding
grades, by the end of grade 12, students: |
Descriptive Statement:
Numerical operations are an essential part of the
mathematics curriculum. Students must be able to
select and apply various computational methods, including
mental math, estimation, paper-and-pencil techniques,
and the use
of calculators. Students must understand how to add, subtract,
multiply, and divide whole numbers, fractions, and others
kinds of numbers. With calculators that perform these
operations quickly and accurately, however, the instructional
emphasis
now should be on understanding the meanings and uses of
the operations, and on estimation and mental skills, rather
than
solely on developing paper-and-pencil skills.
Building upon knowledge and skills gained in the preceding
grades, and demonstrating continued progress in Indicator
6 above, by the end of grade 12, students: |
Descriptive Statement:
Measurement helps describe our world using numbers.
We use numbers to describe simple things
like length, weight, and temperature, but also complex
things such as pressure, speed, and brightness. An understanding
of
how we attach numbers to those phenomena, familiarity
with common measurement units like inches, liters, and
miles per
hour, and a practical knowledge of measurement tools and
techniques are critical for students' understanding of
the world
around them.
Building upon knowledge and skills gained in the preceding
grades, by the end of grade 12, students: |
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Cumulative Progress Indicators
| 20. |
Extend their understanding
of the number system to include real
numbers and an awareness of other number systems. |
| 21. |
Develop conjectures
and informal proofs of properties of number systems
and sets of numbers. |
| 22. |
Develop conjectures
and informal proofs of properties of number systems
and sets of numbers. |
| 23. |
Explore a variety of
infinite sequences and informally evaluate their limits. |
|
Cumulative Progress Indicators
| 13. |
Extend their understanding
and use of operations to real numbers and algebraic
procedures. |
| 14. |
Develop, apply, and
explain methods for solving problems involving factorials,
exponents, and matrices. |
|
Cumulative Progress Indicators
| 17. |
Use techniques of algebra,
geometry, and trigonometry to measure quantities indirectly. |
| 18. |
Use measurement appropriately
in other subject areas and career-based contexts. |
| 19. |
Choose appropriate techniques
and tools to measure quantities in
order to achieve specified degrees of precision, accuracy,
and error (or tolerance) of measurements. |
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