|MAFS.912.A-REI.3.8 (Archived Standard):||Represent a system of linear equations as a single matrix equation in a vector variable.|
|MAFS.912.A-REI.3.9 (Archived Standard):||Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).|
|MAFS.912.F-BF.1.1 (Archived Standard):|| Write a function that describes a relationship between two quantities. ★|
|MAFS.912.F-BF.1.2 (Archived Standard):||Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. ★|
|MAFS.912.F-BF.2.3 (Archived Standard):|| Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x),
f(kx), and f(x + k) for specific values of k (both positive and negative);
find the value of k given the graphs. Experiment with cases and
illustrate an explanation of the effects on the graph using technology.
Include recognizing even and odd functions from their graphs and
algebraic expressions for them.|
|MAFS.912.F-BF.2.4 (Archived Standard):|| Find inverse functions.
|MAFS.912.F-BF.2.5 (Archived Standard):||Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.|
|MAFS.912.F-IF.3.7 (Archived Standard):|| Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. ★|
|MAFS.912.F-IF.3.8 (Archived Standard):|| Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
|MAFS.912.F-IF.3.9 (Archived Standard):|| Compare properties of two functions each represented in a different
way (algebraically, graphically, numerically in tables, or by verbal
descriptions). For example, given a graph of one quadratic function and
an algebraic expression for another, say which has the larger maximum.|
|MAFS.912.F-TF.1.3 (Archived Standard):||Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π–x, π+x, and 2π–x in terms of their values for x, where x is any real number.|
|MAFS.912.F-TF.1.4 (Archived Standard):||Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.|
|MAFS.912.F-TF.2.5 (Archived Standard):||Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. ★|
|MAFS.912.F-TF.2.6 (Archived Standard):||Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.|
|MAFS.912.F-TF.2.7 (Archived Standard):||Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context. ★|
|MAFS.912.F-TF.3.8 (Archived Standard):||Prove the Pythagorean identity sin²(θ) + cos²(θ) = 1 and use it to calculate trigonometric ratios.|
|MAFS.912.F-TF.3.9 (Archived Standard):||Prove the addition and subtraction, half-angle, and double-angle formulas for sine, cosine, and tangent and use these formulas to solve problems.|
|MAFS.912.G-GMD.1.1 (Archived Standard):||Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.|
|MAFS.912.G-GMD.1.2 (Archived Standard):||Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.|
|MAFS.912.G-GPE.1.1 (Archived Standard):||Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.|
|MAFS.912.G-GPE.1.2 (Archived Standard):||Derive the equation of a parabola given a focus and directrix.|
|MAFS.912.G-GPE.1.3 (Archived Standard):||Derive the equations of ellipses and hyperbolas given the foci and directrices.|
|MAFS.912.N-CN.1.3 (Archived Standard):||Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.|
|MAFS.912.N-CN.2.4 (Archived Standard):||Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number.|
|MAFS.912.N-CN.2.5 (Archived Standard):||Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (–1 + √3 i)³ = 8 because (–1 + √3 i) has modulus 2 and argument 120°.|
|MAFS.912.N-CN.2.6 (Archived Standard):||Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.|
|MAFS.912.N-CN.3.7 (Archived Standard):||Solve quadratic equations with real coefficients that have complex solutions.|
|MAFS.912.N-CN.3.8 (Archived Standard):||Extend polynomial identities to the complex numbers. For example, rewrite x² + 4 as (x + 2i)(x – 2i).|
|MAFS.912.N-CN.3.9 (Archived Standard):||Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.|
|MAFS.912.N-VM.3.6 (Archived Standard):||Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.|
|MAFS.912.N-VM.3.7 (Archived Standard):||Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.|
|MAFS.912.N-VM.3.8 (Archived Standard):||Add, subtract, and multiply matrices of appropriate dimensions.|
|MAFS.912.N-VM.3.9 (Archived Standard):||Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.|
|MAFS.912.N-VM.3.10 (Archived Standard):||Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.|
|MAFS.912.N-VM.3.11 (Archived Standard):||Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.|
|MAFS.912.N-VM.3.12 (Archived Standard):||Work with 2 × 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area.|
|MAFS.912.S-CP.2.6 (Archived Standard):||Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model. ★|
|MAFS.912.S-CP.2.7 (Archived Standard):||Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model. ★|
|MAFS.912.S-CP.2.8 (Archived Standard):||Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model. ★|
|MAFS.912.S-CP.2.9 (Archived Standard):||Use permutations and combinations to compute probabilities of compound events and solve problems. ★|
|MAFS.912.S-MD.1.1 (Archived Standard):||Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions. ★|
|MAFS.912.S-MD.1.2 (Archived Standard):||Calculate the expected value of a random variable; interpret it as the mean of the probability distribution. ★|
|MAFS.912.S-MD.1.3 (Archived Standard):||Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices, and find the expected grade under various grading schemes. ★|
|MAFS.912.S-MD.1.4 (Archived Standard):||Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value. For example, find a current data distribution on the number of TV sets per household in the United States, and calculate the expected number of sets per household. How many TV sets would you expect to find in 100 randomly selected households? ★|
|MAFS.912.S-MD.2.5 (Archived Standard):|| Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. ★
|MAFS.912.S-MD.2.6 (Archived Standard):||Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). ★|
|MAFS.912.S-MD.2.7 (Archived Standard):||Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). ★|
|MAFS.K12.MP.1.1 (Archived Standard):|| |
Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
|MAFS.K12.MP.2.1 (Archived Standard):|| |
Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
|MAFS.K12.MP.3.1 (Archived Standard):|| |
Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
|MAFS.K12.MP.4.1 (Archived Standard):|| |
Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
|MAFS.K12.MP.5.1 (Archived Standard):|| Use appropriate tools strategically. |
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
|MAFS.K12.MP.6.1 (Archived Standard):|| |
Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
|MAFS.K12.MP.7.1 (Archived Standard):|| |
Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
|MAFS.K12.MP.8.1 (Archived Standard):|| |
Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
|LAFS.1112.RST.1.3 (Archived Standard):||Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.|
|LAFS.1112.RST.2.4 (Archived Standard):||Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.|
|LAFS.1112.RST.3.7 (Archived Standard):||Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.|
|LAFS.1112.WHST.1.1 (Archived Standard):|| Write arguments focused on discipline-specific content. |
|LAFS.1112.WHST.1.2 (Archived Standard):|| Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|LAFS.1112.WHST.2.4 (Archived Standard):||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.|
|LAFS.1112.WHST.3.9 (Archived Standard):||Draw evidence from informational texts to support analysis, reflection, and research.|
|LAFS.910.SL.1.1 (Archived Standard):|| Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
|LAFS.910.SL.1.2 (Archived Standard):||Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.|
|LAFS.910.SL.1.3 (Archived Standard):||Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.|
|LAFS.910.SL.2.4 (Archived Standard):||Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.|
|ELD.K12.ELL.MA.1:||English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.|
|ELD.K12.ELL.SI.1:||English language learners communicate for social and instructional purposes within the school setting.|
General Course Information and Notes
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Mathematics. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link:
Additional Instructional Resources:
A.V.E. for Success Collection is provided by the Florida Association of School Administrators: http://www.fasa.net/4DCGI/cms/review.html?Action=CMS_Document&DocID=139. Please be aware that these resources have not been reviewed by CPALMS and there may be a charge for the use of some of them in this collection.
|Course Number: 1298310||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Mathematics > SubSubject: Liberal Arts Mathematics >
|Abbreviated Title: ADV TOPICS IN MATH|
|Number of Credits: One (1) credit|
|Course Type: Core Academic Course||Course Level: 2|
|Course Status: Terminated|
|Grade Level(s): 9,10,11,12|
|Graduation Requirement: Mathematics|
| Mathematics (Grades 6-12)|