The Standards for Mathematical Content
High School: Model Pathways and Model Courses
Introduction
Model Traditional Pathway
Model Algebra I (AI)
Model Geometry (GEO)
Model Algebra II (AII)
Model Integrated Pathway
Model Mathematics I (MI)
Model Mathematics II (MII)
Model Mathematics III (MIII)
Advanced Model Courses
Model Precalculus (PC)
Model Advanced Quantitative Reasoning (AQR)
Introduction
Organization of the Model High School Courses
Each model high school course is presented in three sections:
An introduction and description of the critical areas for learning in that course
An overview listing the conceptual categories, domains, and clusters included in that course
The content standards for that course, presented by conceptual category, domain, and cluster
Content Standards by Model Course Identifiers/Coding
Standard numbering in the high school model courses is similar to the coding of the high school standards by conceptual category; in addition, a course code has been added at the beginning of each standard to identify the standards in each model course.
The illustration below shows a section of content standards from the Traditional Pathway Model Geometry course. The standard highlighted in the illustration is Standard GEO.G-SRT.C.8, identifying it as a standard from the Geometry Model Course; the Geometry conceptual category (G-), in the Similarity, Right Triangles, and Trigonometry domain (SRT), and as the eighth standard in that domain. The star () at the end of the standard indicates that it is a Modeling standard.
The star symbol () following the standard in the illustration indicates that it is also a Modeling standard. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol ().
Importance of Modeling in High School
Modeling (indicated by a at the end of a standard) is defined as both a conceptual category for high school mathematics and a Standard for Mathematical Practice, and is an important avenue for motivating students to study mathematics, for building their understanding of mathematics, and for preparing them for future success. Development of the Model Pathways into instructional programs will require careful attention to modeling and the mathematical practices. Assessments based on these Model Pathways should reflect both the Standards for Mathematical Content and the Standards for Mathematical Practice.
The following Model Pathways and Model Courses are presented in this Section:
Model Traditional Pathway
Model Integrated Pathway
Advanced Model Courses
Model Precalculus
Model Advanced Quantitative Reasoning
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