|MAFS.912.A-APR.1.1:|| Understand that polynomials form a system analogous to the integers,
namely, they are closed under the operations of addition, subtraction,
and multiplication; add, subtract, and multiply polynomials.|
|MAFS.912.A-APR.2.3:|| Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function
defined by the polynomial.|
|MAFS.912.A-CED.1.1:||Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational, absolute, and exponential functions. ★|
|MAFS.912.A-CED.1.2:||Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. ★|
|MAFS.912.A-CED.1.3:||Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. ★|
|MAFS.912.A-CED.1.4:||Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R. ★|
|MAFS.912.A-REI.1.1:|| Explain each step in solving a simple equation as following from the
equality of numbers asserted at the previous step, starting from the
assumption that the original equation has a solution. Construct a
viable argument to justify a solution method. |
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
|MAFS.912.A-REI.2.4:|| Solve quadratic equations in one variable.
|MAFS.912.A-REI.3.5:||Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.|
|MAFS.912.A-REI.3.6:|| Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.|
|MAFS.912.A-REI.4.10:||Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).|
|MAFS.912.A-REI.4.11:||Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. ★|
|MAFS.912.A-REI.4.12:||Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.|
|MAFS.912.A-SSE.1.1:|| Interpret expressions that represent a quantity in terms of its context. ★
|MAFS.912.A-SSE.1.2:|| Use the structure of an expression to identify ways to rewrite it. For
example, see x4- y4 as (x²)² – (y²)², thus recognizing it as a difference of
squares that can be factored as (x² – y²)(x² + y²).|
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.★
|MAFS.912.F-BF.1.1:|| Write a function that describes a relationship between two quantities. ★|
|MAFS.912.F-BF.2.3:|| 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-IF.1.1:||Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).|
|MAFS.912.F-IF.1.2:||Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.|
|MAFS.912.F-IF.1.3:|| Recognize that sequences are functions, sometimes defined
recursively, whose domain is a subset of the integers. For example, the
Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) +
f(n-1) for n ≥ 1.|
|MAFS.912.F-IF.2.4:||For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. ★|
|MAFS.912.F-IF.2.5:||Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble engines in a factory, then the positive integers would be an appropriate domain for the function. ★|
|MAFS.912.F-IF.2.6:||Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. ★|
|MAFS.912.F-IF.3.8:|| 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:|| 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-LE.1.1:|| Distinguish between situations that can be modeled with linear functions and with exponential functions. ★|
|MAFS.912.F-LE.1.2:||Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). ★|
|MAFS.912.F-LE.1.3:||Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. ★|
|MAFS.912.F-LE.2.5:||Interpret the parameters in a linear or exponential function in terms of a context. ★|
|MAFS.912.G-C.1.1:||Prove that all circles are similar.|
|MAFS.912.G-C.1.2:||Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.|
|MAFS.912.G-C.1.3:||Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.|
|MAFS.912.G-C.2.5:||Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.|
|MAFS.912.G-CO.1.1:||Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.|
|MAFS.912.G-CO.1.2:||Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).|
|MAFS.912.G-CO.1.3:||Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.|
|MAFS.912.G-CO.1.4:||Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.|
|MAFS.912.G-CO.1.5:||Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.|
|MAFS.912.G-CO.2.6:||Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.|
|MAFS.912.G-CO.2.7:||Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.|
|MAFS.912.G-CO.2.8:||Explain how the criteria for triangle congruence (ASA, SAS, SSS, and Hypotenuse-Leg) follow from the definition of congruence in terms of rigid motions.|
|MAFS.912.G-CO.3.9:||Prove theorems about lines and angles; use theorems about lines and angles to solve problems. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.|
|MAFS.912.G-CO.3.10:||Prove theorems about triangles; use theorems about triangles to solve problems. Theorems include: measures of interior angles of a triangle sum to 180°; triangle inequality theorem; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.|
|MAFS.912.G-CO.3.11:||Prove theorems about parallelograms; use theorems about parallelograms to solve problems. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.|
|MAFS.912.G-CO.4.12:|| Make formal geometric constructions with a variety of tools and
methods (compass and straightedge, string, reflective devices,
paper folding, dynamic geometric software, etc.). Copying a segment;
copying an angle; bisecting a segment; bisecting an angle; constructing
perpendicular lines, including the perpendicular bisector of a line segment;
and constructing a line parallel to a given line through a point not on the
|MAFS.912.G-CO.4.13:||Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.|
|MAFS.912.G-GMD.1.1:||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.1.3:||Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. ★|
|MAFS.912.G-GMD.2.4:||Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.|
|MAFS.912.G-GPE.1.1:||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.2.4:|| Use coordinates to prove simple geometric theorems algebraically. For
example, prove or disprove that a figure defined by four given points in the
coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies
on the circle centered at the origin and containing the point (0, 2).
|MAFS.912.G-GPE.2.5:|| Prove the slope criteria for parallel and perpendicular lines and use
them to solve geometric problems (e.g., find the equation of a line
parallel or perpendicular to a given line that passes through a given
|MAFS.912.G-GPE.2.6:||Find the point on a directed line segment between two given points that partitions the segment in a given ratio.|
|MAFS.912.G-GPE.2.7:|| Use coordinates to compute perimeters of polygons and areas of
triangles and rectangles, e.g., using the distance formula.
|MAFS.912.G-MG.1.1:||Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). ★|
|MAFS.912.G-MG.1.2:||Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). ★|
|MAFS.912.G-MG.1.3:||Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios). ★|
|MAFS.912.G-SRT.1.1:|| Verify experimentally the properties of dilations given by a center and a scale factor:
|MAFS.912.G-SRT.1.2:||Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.|
|MAFS.912.G-SRT.1.3:||Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.|
|MAFS.912.G-SRT.2.4:||Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.|
|MAFS.912.G-SRT.2.5:|| Use congruence and similarity criteria for triangles to solve problems
and to prove relationships in geometric figures.|
|MAFS.912.G-SRT.3.6:||Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.|
|MAFS.912.G-SRT.3.7:||Explain and use the relationship between the sine and cosine of complementary angles.|
|MAFS.912.G-SRT.3.8:||Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. ★|
|MAFS.912.N-Q.1.1:||Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ★|
|MAFS.912.N-Q.1.2:|| Define appropriate quantities for the purpose of descriptive modeling. ★|
|MAFS.912.N-Q.1.3:||Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ★|
|MAFS.912.N-RN.1.1:||Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define to be the cube root of 5 because we want = to hold, so must equal 5.|
|MAFS.912.N-RN.1.2:||Rewrite expressions involving radicals and rational exponents using the properties of exponents.|
|MAFS.912.N-RN.2.3:||Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.|
|MAFS.912.S-ID.1.1:|| Represent data with plots on the real number line (dot plots,
histograms, and box plots). ★|
|MAFS.912.S-ID.1.2:|| Use statistics appropriate to the shape of the data distribution to
compare center (median, mean) and spread (interquartile range,
standard deviation) of two or more different data sets. ★|
|MAFS.912.S-ID.1.3:|| Interpret differences in shape, center, and spread in the context of
the data sets, accounting for possible effects of extreme data points
|MAFS.912.S-ID.2.5:||Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. ★|
|MAFS.912.S-ID.2.6:|| Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. ★|
|MAFS.912.S-ID.3.7:||Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. ★|
|MAFS.912.S-ID.3.8:||Compute (using technology) and interpret the correlation coefficient of a linear fit. ★|
|MAFS.912.S-ID.3.9:||Distinguish between correlation and causation. ★|
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.
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.
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.
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:|| 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.
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.
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.
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.910.RL.1.3:||Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.|
|LAFS.910.RL.2.4:||Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).|
|LAFS.910.RL.3.7:||Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).|
|LAFS.910.SL.1.1:|| 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:||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:||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:||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.|
|LAFS.910.WHST.1.1:|| Write arguments focused on discipline-specific content. |
|LAFS.910.WHST.2.4:||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.|
|LAFS.910.WHST.3.9:||Draw evidence from informational texts to support analysis, reflection, and research.|
|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
Intensive courses have been designed so that the teacher will select the appropriate standards when developing curricula tailored to meet the needs of individual students, taking into account their grade and instructional level. This course should not be used in place of a core mathematics course but is intended to provide intervention for students who require extra mathematics instruction.
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: 1200400||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Mathematics > SubSubject: Remedial >
|Abbreviated Title: INTENS MATH|
|Number of Credits: Multiple credits|
|Course Type: Elective Course||Course Level: 2|
|Course Status: Course Approved|
|Grade Level(s): 9,10,11,12|
State Adopted Instructional Materials
| MathXL for School|
Pearson - Savvas Learning Company LLC, formerly known as Pearson K12 Learning LLC. - 1 - 2009