- MA.912.LT.4.3: Identify and accurately interpret “if…then,” “if and only if,” “all” and “not” statements. Find the converse, inverse and contrapositive of a statement.Clarifications:Clarification 1: Instruction focuses on recognizing the relationships between an “if…then” statement and the converse, inverse and contrapositive of that statement.
Clarification 2: Within the Geometry course, instruction focuses on the connection to proofs within the course.
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Identify and accurately interpret “if…then,” “if and only if,” “all” and “not” statements.
Access Point #: MA.912.LT.4.AP.3
Access Point Standards
Visit the specific benchmark webpage to find related instructional resources.
Access Point Information
Number:
MA.912.LT.4.AP.3
Category:
Access Points
Date Adopted or Revised:
03/23
Standard:
Access Point Courses
- Geometry (#1206310): In Geometry, instructional time will emphasize five areas: (1) proving and applying relationships and theorems involving two-dimensional figures using Euclidean geometry and coordinate geometry; (2) establishing congruence and similarity using criteria from Euclidean geometry and using rigid transformations; (3) extending knowledge of geometric measurement to two-dimensional figures and three-dimensional figures; (4) creating and applying equations of circles in the coordinate plane and (5)developing an understanding of right triangle trigonometry.
All clarifications stated, whether general or specific to Geometry, are expectations for instruction of that benchmark.
Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
- Geometry Honors (#1206320): In Geometry Honors, instructional time will emphasize five areas: (1) proving and applying relationships and theorems involving two-dimensional figures using Euclidean geometry and coordinate geometry; (2) establishing congruence and similarity using criteria from Euclidean geometry and using rigid transformations; (3) extending knowledge of geometric measurement to two-dimensional figures and three-dimensional figures; (4) creating and applying equations of circles in the coordinate plane and (5) developing an understanding of right triangle trigonometry.
All clarifications stated, whether general or specific to Geometry Honors, are expectations for instruction of that benchmark.
Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
- Access Mathematics for Liberal Arts (#7912070): Access Courses:
Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities.
- Geometry for Credit Recovery (#1206315): In Geometry for Credit Recovery, instructional time will emphasize six areas: (1) proving and applying relationships and theorems involving two-dimensional figures using Euclidean geometry and coordinate geometry; (2) establishing congruence and similarity using criteria from Euclidean geometry and using rigid transformations; (3) extending knowledge of geometric measurement to two-dimensional figures and three-dimensional figures; (4) creating and applying equations of circles in the coordinate plane and (5) developing an understanding of right triangle trigonometry.
All clarifications stated, whether general or specific to Geometry, are expectations for instruction of that benchmark.
Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
Credit Recovery courses are credit bearing courses with specific content requirements defined by state academic standards (SAS). Students enrolled in a Credit Recovery course must have previously attempted the corresponding course (and/or End-of-Course assessment) since the course requirements for the Credit Recovery course are exactly the same as the previously attempted corresponding course. For example, Geometry (1206310) and Geometry for Credit Recovery (1206315) have identical content requirements. It is important to note that Credit Recovery courses are not bound by Section 1003.436(1)(a), Florida Statutes, requiring a minimum of 135 hours of bona fide instruction (120 hours in a school/district implementing block scheduling) in a designed course of study that contains student performance standards, since the students have previously attempted successful completion of the corresponding course. Additionally, Credit Recovery courses should ONLY be used for credit recovery, grade forgiveness, or remediation for students needing to prepare for an End-of-Course assessment retake.
- Access Geometry (#7912065): Access Courses:
Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities.
- Mathematics for College Liberal Arts (#1207350): In Mathematics for College Liberal Arts, instructional time will emphasize five areas: (1) analyzing and applying linear and exponential functions within a real-world context; (2) utilizing geometric concepts to solve real-world problems; (3) extending understanding of probability theory; (4) representing and interpreting univariate and bivariate data and (5) developing understanding of logic and set theory.
All clarifications stated, whether general or specific to Mathematics for College Liberal Arts, are expectations for instruction of that benchmark.
Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
- Discrete Mathematics Honors (#1212300): In Discrete Mathematics Honors, instructional time will emphasize five areas: (1) extending understanding of sequences and patterns to include Fibonacci sequences and tessellations; (2) applying probability and combinatorics; (3) extending understanding of systems of equations and inequalities to solve linear programming problems; (4) developing an understanding of Graph Theory, Election Theory and Set Theory and (5) developing an understanding of propositional logic, arguments and methods of proof.
All clarifications stated, whether general or specific to Discrete Mathematics Honors, are expectations for instruction of that benchmark.
Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
- Philosophy Honors Logic (#2105342): The Philosophy Honors Logic course for grades 9-12 provides an in-depth exploration of philosophical thought, drawing on interdisciplinary content from American History, World History, Humanities, Civics, and Government. This course focuses on the definition and historical application of philosophy, offering a comprehensive study of classical and modern philosophical traditions.
Students will engage with the foundational principles of philosophical inquiry, including semantics, logic, inductive and deductive reasoning, and the contributions of major philosophers. The curriculum covers the works of ancient philosophers such as Socrates, Plato, and Aristotle, and modern thinkers like Descartes, Kant, and Nietzsche. Emphasis is placed on developing logical reasoning skills through practice in logical analysis, critical thinking, and argument evaluation.
Additionally, students will explore the impact of philosophical ideas on social, political, and religious contexts throughout history. They will analyze and interpret philosophical texts and arguments, understanding the relevance and application of philosophical principles in contemporary issues.
By the end of this course, students will have a solid foundation in the principles and history of philosophy, enhanced analytical and reasoning skills, and a greater appreciation for the depth and diversity of philosophical thought. This course aims to prepare students for advanced studies in the humanities and encourages a lifelong pursuit of knowledge and wisdom.