C3 PASS Intmath 1 
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Priority Academic Student Skills School Improvement 1 Mathematics OVERVIEW High School The Priority Academic Student Skills (PASS) in mathematics for high school establishes a framework for a curriculum that reflects the needs of all students. Such a curriculum recognizes that they will spend their adult lives in a society increasingly dominated by technology and quantitative methods. A broadened view of mathematics will include the traditional topics of algebra and geometry but must also include the mathematical processes of problemsolving, communication, reasoning, connections, and representation. Although they are stated separately for emphasis, these process standards should be integrated throughout the high school core curriculum. A school’s curriculum in mathematics should be organized to permit all students to progress as far into the mathematics proposed here as their achievement with the objectives allows. Schools should use this material to create a curriculum most beneficial to their students. Those students planning to continue their mathematics education should study additional advanced mathematics topics such as trigonometry and calculus. The curriculum is intended to provide a common body of mathematical ideas accessible to all students. It is recognized that students entering high school differ in many ways, including mathematical achievement, but it is believed these differences are best addressed by extensions of the proposed content rather than by deletions. The increasing role of technology in instruction will alter the teaching and learning of mathematics. Calculators and computers should be integrated throughout the curriculum so that students will concentrate on the problemsolving process as well as the calculations associated with problems. PROCESS STANDARDS High School The National Council of Teachers of Mathematics (NCTM) has identified five process standards: Problem Solving, Reasoning and Proof, Communication, Connections, and Representation. Active involvement by students using these processes is likely to broaden mathematical understandings and lead to increasingly sophisticated abilities required to meet mathematical challenges in meaningful ways. Process Standard 1: Problem Solving 1. Apply a wide variety of problemsolving strategies (identify a pattern, use equivalent representations) to solve problems from within and outside mathematics. 2. Identify the problem from a described situation, determine the necessary data and apply appropriate problemsolving strategies. Process Standard 2: Communication 1. Use mathematical language and symbols to read and write mathematics and to converse with others.
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Title  C3 PASS Intmath 1 
Full text  Priority Academic Student Skills School Improvement 1 Mathematics OVERVIEW High School The Priority Academic Student Skills (PASS) in mathematics for high school establishes a framework for a curriculum that reflects the needs of all students. Such a curriculum recognizes that they will spend their adult lives in a society increasingly dominated by technology and quantitative methods. A broadened view of mathematics will include the traditional topics of algebra and geometry but must also include the mathematical processes of problemsolving, communication, reasoning, connections, and representation. Although they are stated separately for emphasis, these process standards should be integrated throughout the high school core curriculum. A school’s curriculum in mathematics should be organized to permit all students to progress as far into the mathematics proposed here as their achievement with the objectives allows. Schools should use this material to create a curriculum most beneficial to their students. Those students planning to continue their mathematics education should study additional advanced mathematics topics such as trigonometry and calculus. The curriculum is intended to provide a common body of mathematical ideas accessible to all students. It is recognized that students entering high school differ in many ways, including mathematical achievement, but it is believed these differences are best addressed by extensions of the proposed content rather than by deletions. The increasing role of technology in instruction will alter the teaching and learning of mathematics. Calculators and computers should be integrated throughout the curriculum so that students will concentrate on the problemsolving process as well as the calculations associated with problems. PROCESS STANDARDS High School The National Council of Teachers of Mathematics (NCTM) has identified five process standards: Problem Solving, Reasoning and Proof, Communication, Connections, and Representation. Active involvement by students using these processes is likely to broaden mathematical understandings and lead to increasingly sophisticated abilities required to meet mathematical challenges in meaningful ways. Process Standard 1: Problem Solving 1. Apply a wide variety of problemsolving strategies (identify a pattern, use equivalent representations) to solve problems from within and outside mathematics. 2. Identify the problem from a described situation, determine the necessary data and apply appropriate problemsolving strategies. Process Standard 2: Communication 1. Use mathematical language and symbols to read and write mathematics and to converse with others. 
Date created  20140702 
Date modified  20140702 