Curriculum

Guide

Mathematics
Grades K-12

Office of Education
North American Division
of Seventh-day Adventists

2003
 The North American Division

The North American Division includes the United States and Canada, as well as the Islands of Bermuda, St. Pierre,
and Miquelon. With such a diversity of cultures, this curriculum guide is designed to ensure that uniform standards
are maintained. In those places, within the Division where governmental academic requirements differ from those of
this guide, appropriate adjustments may be made as long as the Seventh-day Adventist philosophy is maintained.

Acknowledgments

The following persons served as members of the North American Division Workshop Committee for Math
Curriculum Guide Revision, K-12 June 10-27, 2002.

K-8 Sub-Committee 9-12 Sub-Committee

LouAnn Howard, co-chairperson Thambi Thomas, co-chairperson

Associate Director of Education Associate Director of Education
Mid-America Union Conference Pacific Union Conference

Astrid Thomassian, co-chairperson Victor Chant

Associate Director of Education Teacher, Fraser Valley Adventist Academy
Atlantic Union Conference British Columbia Conference

Carolyn Angelo Bob Johnson

Teacher, Madison Campus Elementary Teacher, Portland Adventist Academy
Kentucky-Tennessee Conference Oregon Conference

Charles Holmes Brett Perryman

Teacher, Greater Boston Academy Teacher, Burton Adventist Academy
Southern New England Conference Texas Conference

Bill Reinke Cleon White

Associate Superintendent of Schools Teacher, Andrews Academy
Michigan Conference Lake Union Conference

David Rowe
Teacher, Sky Valley Adventist School
Washington Conference
 Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

General Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Elementary Essential Learnings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Content Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Number and Operations Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Algebra Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Geometry Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Measurement Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Data Analysis and Probability Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Process Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Problem Solving Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Reasoning and Proof Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Communication Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Connections Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Representation Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Secondary Essential Learnings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Spiritual Concepts Integrated in Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

NCTM Standards and Expectations 9 – 12 and NAD Mathematics Curriculum Guidelines . . . . . . . . . . . 43

Recommended Course Sequence Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Pre-Algebra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Algebra I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Algebra II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Precalculus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Calculus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Journey to Excellence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Goals for the Curriculum in Seventh-day Adventist Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Goals and Essential Core Elements for Curriculum in Seventh-day Adventist Schools . . . . . . . 87
 Introduction

Mathematics education should equip students with the essential skills for career preparation, character development,
and appreciation of the created world around them. The study of mathematics must foster critical and analytic
thinking skills leading students to develop basic mathematical skills, use their developing skills in problem-solving
applications, and assist students to transfer their concrete learning experiences to abstract reasoning. Societal trends
necessitate that students become mathematically literate, have equal opportunity to learn, and become informed
citizens capable of coping successfully in a technological society.

This curriculum guide is developed by the North American Division Office of Education (NADOE) Mathematics K-
12 Curriculum Subcommittee and is consistent with the Seventh-day Adventist Journey to Excellence curriculum
publication (see Appendix). In addition, the National Council of Teachers of Mathematics (NCTM) principles and
standards have been integrated into the NADOE Mathematics K-12 Curriculum Guide. The following six NCTM
principles are the driving force for high-quality mathematics education:
! Equity: Excellence in mathematics education requires high expectations and strong support for all
students.
! Curriculum: The curriculum is focused on the important aspects of mathematical learning and is
emphasized throughout the various grade levels.
! Teaching: Effective teaching requires an understanding of what students need to learn, then challenges
their knowledge and supports them in their success.
! Learning: Students must learn mathematics with understanding, which means building upon
experience and previous knowledge.
! Assessment: Assessment must provide the teacher and student with useful information to support their
teaching and learning experiences.
! Technology: The use of technology is an essential skill with increasing emphasis K-12, and must
enhance all students’ learning experiences.

In addition, this curriculum guide will provide the mathematics educator with a:
! framework for mathematics education from K-12;
! resource for establishing goals and uniform expectations for Seventh-day Adventist schools;
! support for lesson development and assessment.

The standards and essential learnings contained in this document provide the components for a comprehensive
mathematics program as outlined in the two main sections of this document—the elementary and secondary essential
learnings. It is the intent of the NADOE Mathematics K-12 Curriculum Subcommittee that teachers will find this
guide to be a valuable resource in developing positive mathematics programs within their individual schools.

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 Philosophy
The Seventh-day Adventist Church recognizes God as the ultimate source of existence and truth. In the beginning
God created in His image, a perfect humanity, a perfection later marred by sin. Through the guidance of the Holy
Spirit, God’s character and purposes can be understood as revealed in nature, the Bible, and Jesus Christ. The
distinctive characteristics of Adventist education, derived from the Bible and the inspired writings of Ellen G. White,
point to the redemptive aim of true education: to restore human beings into the image of their Maker.

While God presents His infinitely loving and wise character as the ultimate norm for human conduct, human
motives, thinking, and behavior have fallen short of God’s ideal. Education in its broadest sense is a means of
returning human beings to their original relationship with God. Its time dimensions span eternity.

Adventist education seeks to develop a life of faith in God and respect for the dignity of all human beings; to build
character akin to that of the Creator; to nurture thinkers rather than mere reflectors of others’ thoughts; to promote
loving service rather than selfish ambition; to ensure maximum development of each individual’s potential; and to
embrace all that is true, good, and beautiful.

An education of this kind imparts far more than academic knowledge. It fosters a balanced development of the whole
person — physically, intellectually, socially, and spiritually. Working together, homes, schools, and churches
cooperate together with divine agencies in preparing learners for responsible citizenship in this world and in the
world to come.

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 General Goals
The general goals of this document, developed by the NADOE Mathematics K-12 Curriculum Subcommittee, are to
provide for the following:

! A growing relationship with God, the Creator, who is orderly, precise, and infinite.

! A coherent, well-articulated curriculum across all grades in order to develop analytic and critical
thinking along with problem-solving skills.

! The development of spiritual values by emphasizing Christian principles in mathematical applications,

such as stewardship, responsible citizenship, and balanced lifestyle.

! The development of high expectations and strong support for all students as they become skillful and
confident in their ability to perform, communicate, and connect mathematics from experience and prior
knowledge.

! The development of a Christian work ethic with an appreciation for the dignity of service.

! The opportunity to select and use technology appropriately to enhance learning.

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 Elementary Essential Learnings
Seventh-day Adventist education embodies not only the highest academic models, but also the church’s legacy of beliefs, values, and
spiritual convictions. These elementary essential learning elements are outlined thematically, by grade, using the standards identified
by the National Council of Teachers of Mathematics. The skills and concepts listed specify those essential learnings to be incorporated
in each grade level. The essential learnings progress and develop along a continuum. Each standard ends with a correlation to the goals
and essential core elements of the Journey to Excellence. The resources used in the development of the elementary essential learnings
are as follows:

! Journey to Excellence, FACT21 from the North American Division Office of Education
! Principles and Standards for School Mathematics from the National Council of Teachers of Mathematics, 2000
! Ten Sigma’s Math Curriculum at Four Levels, Grades K-6
! Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education, 3rd edition by McRel, Mid-
continent Research for Education and Learning. 2000
! Integrated Resource Package 1995, Mathematics K-7 and Mathematics 8 and 9 from the British Columbia Ministry of
Education, Skills, and Training
! The Ontario Curriculum Grades 1-8: Mathematics from the Ontario Ministry of Education and Training, 1997
! Academic Content Standard K-12 Mathematics from the Center for Curriculum and Assessment, Office of Curriculum
and Instruction, Ohio Department of Education,
! Minimum Math Standards for Students, Grades K-8 from the Michigan Conference of Seventh-day Adventists
! Suggested Essential Topics in Math, Grades 1-8 from the Southern New England Conference of Seventh-day Adventists

Use of Technology: Although technology has become integral to education in the early twenty-first century, calculators and computers
should enhance the learning experience rather than create a dependency. There must be a proper balance between using technology as
a tool and acquiring understanding of conceptual ideas and manipulative processes. The elementary section of this guide does not
stipulate how technology should be used, but encourages discretion.

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6
 Content Standards

Number and Operations Standard. Instructional programs from prekindergarten through grade 12 should enable all students to:
• understand numbers, ways of representing numbers, relationships among numbers, and number systems;
• understand meanings of operations and how they relate to one another;
• compute fluently and make reasonable estimates.

Algebra Standard. Instructional programs from prekindergarten through grade 12 should enable all students to:
• understand patterns, relations, and functions;
• represent and analyze mathematical situations and structures using algebraic symbols;
• use mathematical models to represent and understand quantitative relationships;
• analyze change in various contexts.

Geometry Standard. Instructional programs from prekindergarten through grade 12 should enable all students to:
• analyze characteristics and properties of two- and three- dimensional geometric shapes and develop mathematical arguments
about geometric relationships;
• specify locations and describe spatial relationship using coordinate geometry and other representational systems;
• apply transformations and use symmetry to analyze mathematical situations;
• use visualization, spatial reasoning, and geometric modeling to solve problems.

Measurement Standard. Instructional programs from prekindergarten through grade 12 should enable all students to:
• understand measurable attributes of objects and the units, systems, and processes of measurement;
• apply appropriate techniques, tools, and formulas to determine measurements.

Data Analysis and Probability Standard. Instructional programs from prekindergarten through grade 12 should enable all students
to:
• formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them;
• select and use appropriate statistical methods to analyze data;
• develop and evaluate inferences and predictions that are based on data;
• understand and apply basic concepts of probability.

Principles and Standards for School Mathematics,

National Council of Teachers of Mathematics, 2000

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8
 Number and Operations Standard
“Instructional programs from prekindergarten through grade 12 should enable all students to:
• understand numbers, ways of representing numbers, relationships among numbers, and number systems;
• understand meanings of operations and how they relate to one another;
• compute fluently and make reasonable estimates.”
(Principles and Standards for School Mathematics, NCTM, 2000, p. 32)

Kindergarten Grade 1 Grade 2

• Count and understand numbers to 20 • Count, write, and understand numbers • Count and understand numbers with
• Write numbers 0 to 10 0 to 100 3-digits
• Use one-to-one correspondence with • Count by twos, fives, tens, and • Skip count by two, e.g. 23, 25, 27 ...
numbers and objects twenty-fives to 100 • Understand and use ordinals 1-20
• Understand and represent adding two • Skip count by tens, e.g. 17, 27, 37 ... • Understand even and odd numbers
numbers with sums to ten • Connect numbers to the quantities • Understand the place value of
• Add and subtract two numbers using they represent using various models hundreds, tens, ones
objects to ten and representations • Given a math fact, construct the other
• Understand place value of tens and three in the fact family
ones • Know addition and subtraction facts
• Explore the concept of zero through 20 by recall
• Compare numbers using symbols >, • Add and subtract 2-digit numbers with
<, and = renaming
• Understand the meaning of addition • Add and subtract 3-digit numbers with
and subtraction and relate to no renaming
appropriate symbols • Add a series of three numbers
• Understand basic addition and • Using a number line, explain rounding
subtraction fact families to the nearest ten
• Develop a counting strategy for • Write, add, and subtract money using
addition and subtraction facts to 20 appropriate symbols
• Memorize addition with sums to 12 • Understand situations that entail
and related subtraction facts multiplication and division, i.e. equal
• Add and subtract 1- and 2-digit groupings of objects and sharing
numbers, with no renaming equally
• Understand basic fractions, i.e. halves,
thirds, and fourths
• Read number words to ten
• Understand and use a number line

9
Number and Operations Standard

Grade 3 Grade 4 Grade 5

• Understand and describe place value • Understand place value through • Understand place value through
to the ten-thousands place millions billions
• Design and label number lines • Understand the concept and • Be proficient in counting money and
appropriate to the situation representation of numbers between making change
• Compare and order numbers through zero and one, i.e. fractions and • Develop and use number sense for
10,000 decimals whole numbers, fractions, and
• Skip count by threes, e.g. 15, 18, 21, • Recognize representations for decimals
24 ... equivalent numbers • Develop and apply number theory
• Understand the commutative property • Read, write, and compare decimals to concepts, e.g. multiples, primes, and
of addition and multiplication the hundredths factors in real world and
• Understand the zero property of • Know equivalents in counting money, mathematical situations
multiplication e.g. 5 nickels equal 1 quarter • Determine pairs of numbers given a
• Understand the meaning of the • Know how to count up to make relation or rule, and determine the
decimal point change relation or rule of given pairs of
• Understand the concept of tenths • Understand how multiplication and numbers
written as a decimal division relate to each other to solve • Understand how basic mathematical
• Understand the meaning of problems operations are related
multiplication and division • Interpret the meaning of a remainder • Develop, analyze, and explain
• Know the multiplication and division in a division problem procedures for computation and
fact families • Memorize multiplication and division techniques for estimation
• Know multiplication and facts through 12 • Select appropriate methods and tools
corresponding division facts • Multiply a 3- and 4-digit number by a for computing with whole numbers,
• Add and subtract numbers up to four 1-digit number fractions, and decimals from among
digits with and without renaming • Divide using 1-digit divisor and 1- 2- mental computation, estimation,
• Multiply mentally by 10 and 100 or 3-digit dividend calculator, and paper/pencil
• Multiply a 2-digit number by a 1-digit • Multiply two 2-digit numbers • Round whole numbers to the
number • Understand simple equivalent designated place value
• Divide a 2-digit number by a 1-digit fractions • Identify and generate equivalent forms
number with remainder • Convert improper fractions to mixed of fractions, decimals, and percents
• Understand the meaning and structure numbers and vice versa • Recognize, model, and describe
of fractions between zero and one • Add and subtract fractions and mixed multiples, factors, composites, and
• Understand and write simple mixed numbers with common denominators primes
numbers • Estimate solutions involving whole • Determine the greatest common factor
• Compare fractions with like number, fraction, and decimal (GCF) and least common multiple
denominators computations (LCM) of two numbers
• Add and subtract fractions with like • Understand the basic concepts of least • Convert fractions to the least common
denominators common multiple (LCM) and greatest denominator (LCD)
• Add and subtract money common factor (GCF) • Reduce fractions to simplest form
• Use strategies to estimate the results • Reduce simple fractions to lowest (lowest terms)
of whole number computations terms • Add and subtract time using renaming
• Explore numbers less than zero by
extending the number line and
through familiar applications

10
 Number and Operations Standard

Grade 6 Grade 7 Grade 8

• Understand the meaning and use of • Understand and use scientific notation • Use appropriate significant digits in
exponents • Evaluate powers that have negative calculations
• Understand the associative property of and zero exponents • Extend understanding of number
addition and multiplication • Use integers to express quantities that operations to irrational numbers
• Extend understanding of whole occur naturally in problem situations, • Know the definition of real numbers,
number operations to fractions, e.g. representing direction, loss, gain, set notation, and set operations
decimals, percents, and mixed etc.
numbers • Develop and use number sense for
• Understand and apply divisibility integers, rational, and irrational
rules numbers
• Round decimals to the nearest • Understand and use the additive
thousandths inverse property
• Understand the concepts of ratio, • Understand the principles of the
percent, and percentage distributive property
• Compare and order improper • Apply properties of operations with
fractions, mixed numbers, and whole numbers, fractions, and
decimal fractions to thousandths decimals
• Develop meaning for integers and use • Use proportions to solve problems
integers to represent and compare • Compute with rational numbers using
quantities a calculator to perform difficult
• Add, subtract, multiply, and divide computations
integers • Understand squares and square roots
• Give the prime factorization of a • Estimate the square root of a number
number less than 100
• Use factor trees to give the prime • Find the percent of increase and/or
factorization of a number decrease
• Convert fractions to decimals to
percents and vice versa
• Convert fractions to terminating,
repeating, or rounded decimals
• Solve proportions with an unknown
• Understand and use mathematical
vocabulary appropriately
• Write a remainder as a fraction or
decimal
• Find the percent of a number
• Find the percent one number is of
another and find the original number
when the percent is given
• Use percents to determine sales tax,
commission, discount, and simple
interest

11
Number and Operations Standard

Journey to Excellence (FACT21) Connection

The following GOALS have been established to support the ESSENTIAL CORE ELEMENTS clarify and expand the
unique philosophy of Adventist education. Each student will: goal statements and are intentionally infused into a curriculum
that teaches students to:

I. Surrender one’s whole life to God; develop a E. Value God’s revelation of Himself through inspired
relationship with Jesus Christ; and allow the Holy Spirit writings and creation.
to work in one’s life.

II. Desire to know, live, and share the message and mission D. Accept the fundamental beliefs of the Seventh-day
of the Seventh-day Adventist Church Adventist church.
E. Appreciate the heritage of the Seventh-day Adventist
church.

V. Accept personal responsibility for achieving and B. Incorporate into one’s lifestyle the principles that
maintaining optimum physical, mental, and spiritual promote health: nutrition, exercise, water, sunlight,
health. temperance, air, rest, trust in God.

VIII. Function responsibly in the everyday world, using B. Appropriately manage one’s personal finances.
Christian principles of stewardship, economy, and C. Acquire skill in the use of technologies.
personal management. E. Value cooperation and teamwork when interacting in
groups.
G. Manage time effectively.

X. Develop a Christian work ethic with an appreciation for C. Develop skills that will enhance employability.
the dignity of service.

12
 Algebra Standard
“Instructional programs from prekindergarten through grade 12 should enable all students to:
• understand patterns, relations, and functions;
• represent and analyze mathematical situations and structures using algebraic symbols;
• use mathematical models to represent and understand quantitative relationships;
• analyze change in various contexts.”
(Principles and Standards for School Mathematics, NCTM, 2000, p. 37)

Kindergarten Grade 1 Grade 2

• Recognize and explain how objects • Recognize and express expanding and • Use patterns to make generalizations
can be classified repeating mathematical patterns both and predictions
• Sort, classify, and order objects by orally and with manipulatives • Analyze patterns in tables and graphs
size, number, and other properties • Identify properties of patterns; create • Describe qualitative and quantitative
• Compare and contrast objects and describe using letters and symbols changes involving addition and
• Order objects according to time, size, • Use variables and open sentences to subtraction
or position express relationships, e.g. missing • Understand equivalence concepts
• Identify, create, copy, describe, and numbers in number sentences using using symbols, such as 5 +3 = 8 and
extend sequences, e.g. sounds, shapes, symbols to represent missing numbers 8 = 5 + 3 or " + # = 8 or M - 3 = 5
motions, and numbers • Use the commutative property and
• Model a mathematical problem solve number sentences with numbers
situation using manipulatives and symbols, e.g. 4 + 5 = 5 + 4 or
show red balls plus blue balls by
R+B=B+R

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Algebra Standard

Grade 3 Grade 4 Grade 5

• Analyze mathematical sequences with • Construct a table of values to solve • Graph linear equations with one
and without a calculator problems in a mathematical variable
• Use patterns to make predictions, relationship • Use calculators, computers, tables,
solve problems, and identify • Understand how a change in one and graphs to develop and interpret
relationships variable affects the value of another patterns
• Understand and explain mathematical variable • Understand and use formulas
relationships in equations and • Use distributive properties to simplify • Develop skill in solving and writing
inequalities and perform computations linear equations using informal and
• Solve equations and inequalities • Make and justify predictions using formal methods
• Identify such properties as numerical and non-numerical patterns • Investigate inequalities and nonlinear
commutative, and associative and use equations
to compute with whole numbers • Apply order of operation rules
• Understand and use grouping symbols
e.g. 8 + 6 = 8 + (2 + 4) and (8 + 2) + 4
= 8 + (2 + 4) = 14

14
 Algebra Standards

Grade 6 Grade 7 Grade 8

• Write, solve, and graph linear • Use and apply ratios, proportions, • Add and subtract matrices
equations averages and percentage • Recognize slope and intercept
• Use two-step operations to solve • Graph inequalities relationships
linear equations • Choose a formula to use in problem- • Use information to determine whether
• Write and solve inequalities solving situations are functions
• Infer and use a rule to determine a • Demonstrate proficiency in using the • Recognize minimum and maximum
missing number laws of exponents values
• Use appropriate mathematical • Use the Pythagorean Theorem • Understand the properties of
vocabulary and properties • Manipulate simple polynomials arithmetic and geometric sequences
• Compare integers on a number line • Develop an initial conceptual
understanding of different uses of
variables
• Identify functions as linear or
nonlinear and contrast their properties
from tables, graphs, or equations

15
Algebra Standard

Journey to Excellence (FACT21) Connection

The following GOALS have been established to support the ESSENTIAL CORE ELEMENTS clarify and expand the
unique philosophy of Adventist education. Each student will: goal statements and are intentionally infused into a curriculum
that teaches students to:

VIII. Function responsibly in the everyday world, using C. Acquire skill in the use of technologies.
Christian principles of stewardship, economy, and E. Value cooperation and teamwork when interacting in
personal management. groups.

X. Develop a Christian work ethic with an appreciation for

the dignity of service. C. Develop skills that will enhance employability.

16
 Geometry Standard
“Instructional programs from prekindergarten through grade 12 should enable all students to:
• analyze characteristics and properties of two- and three- dimensional geometric shapes and develop mathematical arguments
about geometric relationships;
• specify locations and describe spatial relationship using coordinate geometry and other representational systems;
• apply transformations and use symmetry to analyze mathematical situations;
• use visualization, spatial reasoning, and geometric modeling to solve problems.”
(Principles and Standards for School Mathematics, NCTM, 2000, p. 41)

Kindergarten Grade 1 Grade 2

• Compare, sort, and arrange similar • Describe attributes and parts of 2- and • Investigate and predict the results of
and different objects by size, color, 3-dimensional objects assembling and disassembling 2- and
and shape • Describe shapes from different 3-dimensional shapes
• Visually identify triangles, squares, perspectives, e.g. front, back, top, • Find locations using simple
and circles bottom, and side coordinates
• Describe relative position of objects in • Apply ideas about direction and space • Recognize prisms, pyramids,
space • Recognize and apply slides, flips, and cylinders and cones
• Identify and fit pieces of puzzles or turns • Relate ideas in geometry to number
shapes that go together • Recognize rectangles and spheres and measurement
• Construct 3-dimensional objects • Recognize sides and corners of shapes
• Recognize geometric shapes and
structures in the environment
• Recognize and draw a line of
symmetry in objects
• Copy figures and draw simple 2-
dimensional shapes from memory

17
Geometry Standard

Grade 3 Grade 4 Grade 5

• Explore congruence and similarity • Describe points, lines, and planes • Learn the relationship between radius
• Add to find perimeter • Use columns and rows to determine and diameter
• Count squares to find area position on a grid • Classify angles according to the
• Count cubes to determine volume • Use coordinate systems to specify measure
• Create models of 2-dimensional locations • Identify and select appropriate units to
objects • Identify line symmetry in 3- measure angles (degrees)
• Investigate simple nets dimensional shapes • Understand and use linear, square, and
• Analyze and describe 2- and 3- • Create models of 3-dimensional cubic units
dimensional objects using terms such objects • Count faces, vertices, and edges
as vertex, edge, angle, side, and face • Multiply to find area of rectangles • Create perspective drawings
• Find and name locations on a labeled • Make and test conjectures about • Describe ray, segment, interior, and
grid or coordinate system geometric properties and exterior of an angle
• Identify shapes that can be put relationships, then develop logical • Recognize and create patterns with
together to make a given shape, e.g. arguments to justify conclusions tessellations
tangrams • Compare similarities and differences
of quadrilaterals

18
 Geometry Standard

Grade 6 Grade 7 Grade 8

• Define and use appropriate • Find the area of a trapezoid • Find the surface area of various
geometrical vocabulary • Find the surface area of a cylinder geometric shapes, e.g. pyramids and
• Use strategies to develop formulas for • Find the volume of various geometric cones
determining perimeter and area of solids, e.g. pyramids and cones • Find the volume of spheres using
triangles, rectangles and • Use transformations to explore formula
parallelograms, and volume of congruence and create designs • Define objects by geometric
rectangular prisms • Explore the angle measures in a properties
• Find the area of parallelograms and triangle • Recognize sine, cosine, and tangent
triangles • Understand complementary, relationships with respect to the right
• Find the circumference and area of supplementary, and vertical angles triangle
circles • Draw and interpret scale diagrams
• Find the volume and surface area of
prisms
• Classify triangles according to the
angles and sides
• Understand parallel, intersecting, and
perpendicular lines
• Measure an angle using a protractor
• Draw similar figures that model
proportional relations
• Explore fractal patterns
• Do geometric constructions, e.g.
bisect a segment

19
Geometry Standard

Journey to Excellence (FACT21) Connection

The following GOALS have been established to support the ESSENTIAL CORE ELEMENTS clarify and expand the
unique philosophy of Adventist education. Each student will: goal statements and are intentionally infused into a curriculum
that teaches students to:

VIII. Function responsibly in the everyday world, using C. Acquire skill in the use of technologies.
Christian principles of stewardship, economy, and D. Develop basic home-management skills.
personal management. E. Value cooperation and teamwork when interacting in
groups.

IX. Develop an appreciation of the beautiful, both in God’s I. View God as the Author of beauty both in His creation
creation and in human expression, while nurturing and in human expression.
individual ability in the fine arts. D. Use aesthetic expression as a means of communication
and service.

X. Develop a Christian work ethic with an appreciation for C. Develop skills that will enhance employability.
the dignity of service.

20
 Measurement Standard
“Instructional programs from prekindergarten through grade 12 should enable all students to:
• understand measurable attributes of objects and the units, systems, and processes of measurement;
• apply appropriate techniques, tools, and formulas to determine measurements.”
(Principles and Standards for School Mathematics, NCTM, 2000, p. 44)

Kindergarten Grade 1 Grade 2

• Compare the weight of two objects • Identify and recognize various • Select and use appropriate measuring
and the capacity of two containers measurable attributes of an object tools
• Compare and describe length and size, • Estimate and measure length, weight, • Select and use appropriate units of
e.g. long, longer, longest, same length volume and mass using nonstandard measurement
• Measure length by counting non- and standard units • Use different units to measure the
standard units • Compare objects in terms of length, same thing
• Compare and describe distance, e.g. area, capacity, and weight • Use nonstandard units to compare
nearer, farther, close to • Recognize and explain the need for weight of real objects and capacity of
• Compare and describe temperature, measuring tools and fixed units real containers
e.g. hotter, colder • Order a sequence of events with • Estimate the weight of an object
• Recognize how a thermometer respect to time, e.g. seasons; morning, • Apply and use measurements in
denotes hot, cold, and medium afternoon and night; o’clock problems and “real life” situations,
temperatures • Know the number of minutes in an e.g. gathering data for mi/km –
• Measure area using concrete objects hour odometer and map reading
• Order events by time, e.g. before, • Tell time to the hour and half hour • Tell time to the nearest minute
after using both digital and analog clocks (digital), and the nearest 5 minutes
• Identify that clocks, watches, and • Identify pennies, nickels, dimes, (analog)
calendars are used to measure time quarters, half-dollars, and dollars • Use and compare A.M. and P.M. time
• Tell time to the hour • Determine the value of a set of coins designations
• Know and name the seven days of the to $1.00 • Count coins and dollars to $5.00
week (relate to Sabbath) • Determine the equivalent value of • Determine correct change to $1.00 by
coins to $1.00, e.g. 10 dimes, 4 counting
quarters, etc. • Estimate to the nearest dollar
• Know and name the twelve months of • Demonstrate the “real world” practice
the year of spending money to the penny
• Use correct symbols in writing money
amounts
• Understand one hour of elapsed time
• Identify days and dates on a calendar
• Understand one week before and after
a certain date on a calendar

NOTE: In Canada, teachers are to use only metric measures. 21

Measurement Standard

Grade 3 Grade 4 Grade 5

• Use correct measurement vocabulary • Measure length to the nearest ¼ inch • Identify the paths between points on a
• Explain and measure temperature • Use measures less than one unit grid or coordinate plane and compare
using Celsius and Fahrenheit scales • Solve multi-step problems involving the lengths of the paths, e.g. shortest
• Read and understand a simple time measurement path, paths of equal lengths
line • Estimate and measure the perimeter of • Demonstrate and describe the
• Measure length, weight and volume irregular shapes difference between covering the faces
using metric and U.S. customary units • Compare the number of units to the (surface area), and filling the interior
to the nearest ½ unit as appropriate size of units, e.g. number of feet (volume), of 3-dimensional objects
• Using appropriate tools, draw a line or compared to number of yards in a • Use standard angles (45!, 90!, 120!) to
shape with specified measurements given length, estimating/determining estimate the measure of angles and
• Count money up to $10.00 cups in a 2-liter container use a protractor to measure and draw
• Understand attributes of second, • Draw a simple time line angles
minute, hour • Determine elapsed time by the hour • Convert one metric unit to one
• Tell time to the minute, before or after and half-hour customary unit and one customary
the hour, using analog and digital • Understand time zones and read unit to one metric unit
clocks timetables • Understand that measurement is not
• Measure elapsed time using a calendar • Read a Celsius thermometer knowing exact, e.g. when measured multiple
or clock the significance of 0 and 100 degrees; times, measurements may give
• Read and understand a calendar using and read a Fahrenheit thermometer slightly different numbers
day, week, month, and year knowing the significance of 32 and • Understand and explain how
• Count weeks before and after certain 212 degrees differences in units affect precision
dates on the calendar • Know equivalent measures for simple • Measure length to the nearest cm and
metric and customary units of length, c of an in
capacity, weight/mass, and time, e.g.
inches to feet, feet to yards, feet to
mile, pounds to tons, meters to
kilometers, kilograms to metric tonnes
• Convert simple metric and customary
units of length, capacity, weight/mass,
and time, e.g. inches to feet,
kilograms to grams, quarts to gallons

NOTE: In Canada, teachers are to use only metric measures. 22

 Measurement Standard

Grade 6 Grade 7 Grade 8

• Describe how perimeter, area, and • Use graphs, charts, and formulas to • Draw pictures to assist in solving
volume are affected when the convert between a variety of measurement problems
dimensions of a figure are changed standard/metric measures • Find the size of interior and exterior
• Use strategies to develop formulas for • Apply ratios to solve measurement angles of convex polygons using
finding circumference and area of problems formula and protractor
circles, and area of sectors (½ circle, • Use scale models to represent • Use appropriate significant digits in
b circle, a circle, ¼ circle) measures of real-life objects, e.g. calculations
• Express solutions to the nearest unit sanctuary model, Noah’s ark, etc. • Convert temperature between
• Estimate length, area, volume, • Relate ancient monetary values to Fahrenheit and Celsius
perimeter, circumference, area of a current values, e.g. shekel, denari,
circle, various shapes and surfaces mite
using everyday objects, e.g. string, • Develop a proportionately correct
arms, etc. time line using complex concepts, e.g.
• Make conversions within the same the 2300-day prophecy
measurement system while • Use strategies to develop formulas for
performing computations finding volume and surface areas of
• Use indirect measurement such as solids
similar triangles to solve problems • Explain how time zones are
determined

NOTE: In Canada, teachers are to use only metric measures. 23

Measurement Standard

Journey to Excellence (FACT21) Connection

The following GOALS have been established to support the ESSENTIAL CORE ELEMENTS clarify and expand the
unique philosophy of Adventist education. Each student will: goal statements and are intentionally infused into a curriculum
that teaches students to:

II. Desire to know, live, and share the message and mission E. Appreciate the heritage of the Seventh-day Adventist
of the Seventh-day Adventist Church. church.

D. Develop an understanding of cultural and historical IV. Use a biblical perspective to analyze history and current
heritages, affirm a belief in the dignity and worth of events.
others, and accept responsibility for one’s local, V. Assume an active role in nurturing and preserving
national, and global environments. God’s creation.

E. Accept personal responsibility for achieving and B. Incorporate into one’s lifestyle the principles that
maintaining optimum physical, mental, and spiritual promote health: nutrition, exercise, water, sunlight,
health. temperance, air, rest, trust in God.

H. Function responsibly in the everyday world, using B. Appropriately manage one’s personal finances.
Christian principles of stewardship, economy, and C. Acquire skill in the use of technologies.
personal management. D. Develop basic home-management skills.
E. Value cooperation and teamwork when interacting in
groups.
G. Manage time effectively.

X. Develop a Christian work ethic with an appreciation for C. Develop skills that will enhance employability.
the dignity of service.

NOTE: In Canada, teachers are to use only metric measures. 24

 Data Analysis and Probability Standard
“Instructional programs from prekindergarten through grade 12 should enable all students to:
• formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them;
• select and use appropriate statistical methods to analyze data;
• develop and evaluate inferences and predictions that are based on data;
• understand and apply basic concepts of probability.”
(Principles and Standards for School Mathematics, NCTM, 2000, p. 48)

Kindergarten Grade 1 Grade 2

• Discuss events as likely or unlikely • Use whole number units to construct • Construct and interpret data using a
• Pose questions and gather data about graphic representations simple bar graph
themselves and their surroundings • Understand information represented in • Interpret data as represented in a
simple bar graphs, line graphs and simple table or chart
pictographs • Make predictions and test validity
• Collect first-hand information by • Do a probability study with a 50/50
conducting surveys, measuring, and chance
performing simple experiments
• Collect and organize data into charts
using tally marks

25
Data Analysis and Probability Standard

Grade 3 Grade 4 Grade 5

• Organize and interpret data using line • Collect and organize data into tables • Collect and organize data, then
graphs and graphs using different scales determine appropriate method and
• Construct graphs using data from a • Read and interpret data presented in scale to display data
table circle graphs • Find the mean, median, mode, and
• Discover patterns in tables and graphs • Conduct simple probability range of a given set of data and use
by creating, organizing, recording and experiments these measures to describe the set of
analyzing data • Interpret and construct Venn diagrams data
• Formulate questions and categories • Evaluate the process of data collection • Use calculators to simplify
for data collection and actively collect computations and use computers to
first-hand information assist in generating and analyzing
• Describe the shape and important information
features of a set of data and compare • Sample and analyze data, making
related data sets, with an emphasis on predictions and conjectures based on
how the data are distributed samples
• Distinguish between a population and
a sample
• Discuss the reasonableness of the data
and the results
• List all possible outcomes of an event
• Read, construct, and interpret
frequency tables
• Make predictions based on
experimental and theoretical
probabilities

26
 Data Analysis and Probability Standard

Grade 6 Grade 7 Grade 8

• Calculate the probability of • Understand the number of possible • Determine the number of
independent and dependent events permutations combinations from a given set
• Construct a multiple line graph • Predict the number of times an event • Make a box and whisker plot
• Make logical inferences from will occur
statistical data • Construct a multiple bar graph
• Calculate the odds • Construct a circle graph
• Design an experiment to test a • Make a histogram
theoretical probability and explain • Make a stem and leaf plot
how the results may vary
• Construct a scatter plot
• Make organized lists and tree
diagrams

27
Data Analysis and Probability Standard

Journey to Excellence (FACT21) Connection

The following GOALS have been established to support the ESSENTIAL CORE ELEMENTS clarify and expand the
unique philosophy of Adventist education. Each student will: goal statements and are intentionally infused into a curriculum
that teaches students to:

D. Develop an understanding of cultural and historical E. Assume an active role in nurturing and preserving
heritages, affirm a belief in the dignity and worth of God’s creation.
others, and accept responsibility for one’s local,
national, and global environments.

VIII. Function responsibly in the everyday world, using C. Acquire skill in the use of technologies.
Christian principles of stewardship, economy, and E. Value cooperation and teamwork when interacting in
personal management. groups.

X. Develop a Christian work ethic with an appreciation for A. Develop an awareness of career options and
the dignity of service. opportunities in a changing world, as well as in the
church.
C. Develop skills that will enhance employability.

28
 Process Standards

Problem Solving Standard. Instructional programs from prekindergarten through grade 12 should enable all students to:
• build new mathematical knowledge through problem solving;
• solve problems that arise in mathematics and in other contexts;
• apply and adapt a variety of appropriate strategies to solve problems;
• monitor and reflect on the process of mathematical problem solving.

Reasoning and Proof Standard. Instructional programs from prekindergarten through grade 12 should enable all students to:
• recognize reasoning and proof as fundamental aspects of mathematics;
• make and investigate mathematical conjectures;
• develop and evaluate mathematical arguments and proofs;
• select and use various types of reasoning and methods of proof.

Communication Standard. Instructional programs from prekindergarten through grade 12 should enable all students to:
• organize and consolidate their mathematical thinking through communication;
• communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
• analyze and evaluate the mathematical thinking and strategies of others;
• use the language of mathematics to express mathematical ideas precisely.

Connections Standard. Instructional programs from prekindergarten through grade 12 should enable all students to:
• recognize and use connections among mathematical ideas;
• understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
• recognize and apply mathematics in contexts outside of mathematics.

Representation Standard. Instructional programs from prekindergarten through grade 12 should enable all students to:
• create and use representations to organize, record, and communicate mathematical ideas;
• select, apply, and translate among mathematical representations to solve problems;
• use representations to model and interpret physical, social, and mathematical phenomena.

Principles and Standards for School Mathematics,

National Council of Teachers of Mathematics, 2000

29
30
 Problem Solving Standard
“Instructional programs from prekindergarten through grade 12 should enable all students to:
• build new mathematical knowledge through problem solving;
• solve problems that arise in mathematics and in other contexts;
• apply and adapt a variety of appropriate strategies to solve problems;
• monitor and reflect on the process of mathematical problem solving.”
(Principles and Standards for School Mathematics, NCTM, 2000, p. 52)

Journey to Excellence (FACT21) Connection

The following GOALS have been established to support the ESSENTIAL CORE ELEMENTS clarify and expand the
unique philosophy of Adventist education. Each student will: goal statements and are intentionally infused into a curriculum
that teaches students to:

VI. Adopt a systematic, logical, and biblically-based A. Broaden intellectual abilities through the study of God’s
approach to decision-making and problem solving when Word.
applied to a developing body of knowledge. B. Use critical and creative thinking skills in “real world”
experiences.
C. Develop one’s intellectual potential in natural sciences
and mathematics; arts and humanities; social sciences
and applied arts.
D. Utilize effective study techniques to locate, organize,
and learn information.
E. Apply the principles of life-long learning.
F. Approach all intellectual pursuits from a biblical
perspective.

VIII. Function responsibly in the everyday world, using A. Develop responsible decision-making skills.
Christian principles of stewardship, economy, and B. Appropriately manage one’s personal finances.
personal management. C. Acquire skill in the use of technologies.
D. Develop basic home-management skills.
E. Value cooperation and teamwork when interacting in
groups.
G. Manage time effectively.

X. Develop a Christian work ethic with an appreciation for A. Develop an awareness of career options and
the dignity of service. opportunities in a changing world, as well as in the
church.
C. Develop skills that will enhance employability.

31
 Reasoning and Proof Standard
“Instructional programs from prekindergarten through grade 12 should enable all students to:
• recognize reasoning and proof as fundamental aspects of mathematics;
• make and investigate mathematical conjectures;
• develop and evaluate mathematical arguments and proofs;
• select and use various types of reasoning and methods of proof.
(Principles and Standards for School Mathematics, NCTM, 2000, p. 56)

Journey to Excellence (FACT21) Connection

The following GOALS have been established to support the ESSENTIAL CORE ELEMENTS clarify and expand the
unique philosophy of Adventist education. Each student will: goal statements and are intentionally infused into a curriculum
that teaches students to:

I. Surrender one’s whole life to God; develop a E. Value God’s revelation of Himself through inspired
relationship with Jesus Christ; and allow the Holy Spirit writings and creation.
to work in one’s life.

VI. Adopt a systematic, logical, and biblically-based C. Develop one’s intellectual potential in natural sciences
approach to decision-making and problem solving when and mathematics; arts and humanities; social sciences
applied to a developing body of knowledge. and applied arts.

VIII. Function responsibly in the everyday world, using A. Develop responsible decision-making skills.
Christian principles of stewardship, economy, and C. Acquire skill in the use of technologies.
personal management. E. Value cooperation and teamwork when interacting in
groups.

X. Develop a Christian work ethic with an appreciation for C. Develop skills that will enhance employability.
the dignity of service.

32
 Communication Standard
Instructional programs from prekindergarten through grade 12 should enable all students to:
• organize and consolidate their mathematical thinking though communication;
• communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
• analyze and evaluate the mathematical thinking and strategies of others;
• use the language of mathematics to express mathematical ideas precisely.”
(Principles and Standards for School Mathematics, NCTM, 2000, p. 60)

Journey to Excellence (FACT21) Connection

The following GOALS have been established to support the ESSENTIAL CORE ELEMENTS clarify and expand the
unique philosophy of Adventist education. Each student will: goal statements and are intentionally infused into a curriculum
that teaches students to:

III. Develop a sense of self-worth, skills in interpersonal B. Develop an appreciation for the diversity of individuals.
relationships, an understanding of the responsibilities of
family membership, and the ability to respond with
sensitivity to the needs of others.

VI. Adopt a systematic, logical, and biblically-based D. Utilize effective study techniques to locate, organize, and
approach to decision-making and problem solving when learn information.
applied to a developing body of knowledge.

VII. Recognize the importance of effective communication A. Communicate effectively through the avenues of reading,
and develop the requisite skills. writing, listening, speaking, and non-verbal language.
B. Apply a Christ-centered perspective to all forms of
personal expression and media.
D. Recognize how media and information technology
impacts communication.
E. Utilize communication skills to enhance one’s Christian
witness.

VIII. Function responsibly in the everyday world, using C. Acquire skill in the use of technologies.
Christian principles of stewardship, economy, and E. Value cooperation and teamwork when interacting in
personal management. groups.
F. Develop conflict resolution skills.

IX. Develop an appreciation of the beautiful, both in God’s A. View God as the Author of beauty both in His creation
creation and in human expression, while nurturing and in human expression.
individual ability in the fine arts.

X. Develop a Christian work ethic with an appreciation for C. Develop skills that will enhance employability.
the dignity of service.

33
 Connections Standard
Instructional programs from prekindergarten through grade 12 should enable all students to:
• recognize and use connections among mathematical ideas;
• understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
• recognize and apply mathematics in contexts outside of mathematics.”
(Principles and Standards for School Mathematics, NCTM, 2000, p. 64)

Journey to Excellence (FACT21) Connection

The following GOALS have been established to support the ESSENTIAL CORE ELEMENTS clarify and expand the
unique philosophy of Adventist education. Each student will: goal statements and are intentionally infused into a curriculum
that teaches students to:

I. Surrender one’s whole life to God; develop a E. Value God’s revelation of Himself through inspired
relationship with Jesus Christ; and allow the Holy Spirit writings and creation.
to work in one’s life.

II. Desire to know, live, and share the message and mission D. Accept the fundamental beliefs of the Seventh-day
of the Seventh-day Adventist Church. Adventist church.
E. Appreciate the heritage of the Seventh-day Adventist
church.

III. Develop a sense of self-worth, skills in interpersonal B. Develop an appreciation for the diversity of individuals.
relationships, an understanding of the responsibilities of D. Utilize effective study techniques to locate, organize, and
family membership, and the ability to respond with learn information.
sensitivity to the needs of others. F. Approach all intellectual pursuits from a biblical
perspective.

VI. Adopt a systematic, logical, and biblically-based A. Develop responsible decision-making skills.
approach to decision-making and problem solving when
applied to a developing body of knowledge.

VIII. Function responsibly in the everyday world, using C. Acquire skill in the use of technologies.
Christian principles of stewardship, economy, and E. Value cooperation and teamwork when interacting in
personal management. groups.

IX. Develop an appreciation of the beautiful, both in God’s A. View God as the Author of beauty both in His creation
creation and in human expression, while nurturing and in human expression.
individual ability in the fine arts.

X. Develop a Christian work ethic with an appreciation for A. Develop an awareness of career options and opportunities
the dignity of service. in a changing world, as well as in the church.
C. Develop skills that will enhance employability.

34
 Representation Standard
“Instructional programs from prekindergarten through grade 12 should enable all students to:
• create and use representations to organize, record, and communicate mathematical ideas;
• select, apply, and translate among mathematical representations to solve problems;
• use representations to model and interpret physical, social, and mathematical phenomena.”
(Principles and Standards for School Mathematics, NCTM, 2000, p. 67)

Journey to Excellence (FACT21) Connection

The following GOALS have been established to support the ESSENTIAL CORE ELEMENTS clarify and expand the
unique philosophy of Adventist education. Each student will: goal statements and are intentionally infused into a curriculum
that teaches students to:

I. Surrender one’s whole life to God; develop a E. Value God’s revelation of Himself through inspired
relationship with Jesus Christ; and allow the Holy Spirit writings and creation.
to work in one’s life.

VIII. Function responsibly in the everyday world, using C. Acquire skill in the use of technologies.
Christian principles of stewardship, economy, and E. Value cooperation and teamwork when interacting in
personal management. groups.

IX. Develop an appreciation of the beautiful, both in God’s A. View God as the Author of beauty both in His creation
creation and in human expression, while nurturing and in human expression.
individual ability in the fine arts. B. Employ biblical principles as the basis for appreciation
and expression of creative and performing arts.

X. Develop a Christian work ethic with an appreciation for C. Develop skills that will enhance employability.
the dignity of service.

35
36
 Secondary Essential Learnings

The goal of Seventh-day Adventist education is to restore the image of the Creator in each individual. The
restoration process is accomplished by developing a personal relationship with Jesus, prayer, reading of scripture,
commitment, modeling and instruction that integrate faith and learning. As a result the NCTM standards and Ten
Sigma, as well as the perspectives of a variety of textbook series and authors have been integrated with the far-
reaching goals of Journey to Excellence (See Appendix), which impact one’s life presently as well as one’s future
destiny.

This section identifies those Essential Core Elements within the stated goals of Journey to Excellence. The Roman
numerals correspond to the specific goal listed in the document, Journey to Excellence, with the related Essential
Core Elements identified. The mathematical concept or principle that can easily be used to integrate faith and
learning is given under each Essential Core Element. This is not an exhaustive list, but one that can serve as a
springboard to generate other mathematical connections between faith and learning.

37
38
 Spiritual Concepts Integrated in Mathematics

Journey to Excellence Through Secondary Mathematics Instruction

In mathematical instruction every effort will be made to guide students to:

I-E Value God’s revelation of Himself through inspired writings and creation
G Demonstrate the harmony of mathematical principles evident in an orderly universe
G Illustrate the relation of shape and space in nature to Euclidian geometry

II-F Relate to lifestyle choices and cultural issues based on Biblical principles
G Teach that integrity in accomplishing one’s work is most important

III-B Develop an appreciation for the diversity of individuals

G Develop sensitivity to the diversity of culture within the classroom
G Use multi-cultural illustrations and contributions of other cultures to mathematical knowledge
G Modify lessons and assignments to fit the needs of individuals in the classroom

III-C Acquire knowledge, attitudes, and skills essential to meeting family responsibilities whether living
alone or with others
G Connect skills in mathematics to household maintenance, budgeting, cooking, shopping, etc.

III-D Recognize that God’s unconditional love gives one self-worth

G Demonstrate forgiveness and continued relationship, even with the “difficult” student

V-B Incorporate into one’s lifestyle the principles that promote health; nutrition, exercise, water, sunlight,
temperance, air, rest, trust in God.
G Encourage wholesome lifestyle choices and activities that will give the best opportunity for careful
reasoning and accomplishment of tasks

V-F Recognize the interaction of physical, mental, and spiritual health with emotional and social well-
being
G Connect the goals of character development and of Adventist education as the same — the
development of the entire person

VI-B Use critical and creative thinking skills in “real world” experiences
G Connect real-life situations to applications of mathematics
G Teach students to analyze their solutions and identify the strengths and weaknesses of solutions
G Encourage students to approach mathematics creatively and to test observations to make sure work is
consistent

VI-C Develop one’s intellectual potential in natural sciences and mathematics, arts and humanities, social
sciences and applied arts
G Plan a variety of instructional strategies to give greater opportunity for understanding mathematical
principles
G Encourage high standards in work accomplished

39
Journey to Excellence Through Secondary Mathematics Instruction

VI-D Utilize effective study techniques to locate, organize, and learn information
G Encourage the development of consistent, positive study skills as the best opportunity for success
G Expect all submitted work to be presented in a neat, legible, and logical manner
G Guide students to the ethical use of the Internet and other technologies

VI-E Apply the principles of lifelong learning

G Encourage continuing growth and participation in progressing levels of mathematics education
throughout academy and higher education
G Share the vision of the excitement of continuing to learn throughout life

VI-F Approach all intellectual pursuits from a Biblical perspective

G Showcase God as the author of mathematics and that the order and harmonious functioning of
mathematics are reflections of a God of creative order, both geometrically and algebraically

VII-A Communicate effectively through the avenues of reading, writing, listening, speaking, and nonverbal
language
G Develop problem-solving skills through careful reading and analysis of information given, then
translate into mathematical language for solution
G Use journal writing, student-to-student tutoring, illustrations, etc. to develop more comprehensive skills
in mathematics, rather than seeing mathematics as a subject that deals with numbers only
G Encourage listening as an essential skill in learning as well as respecting the viewpoints of others

VII-D Recognize how media and information technology impacts communication

G Teach students to be discriminating in the information received and that how information is
communicated to increase knowledge has its foundation in God’s wisdom

VIII-A Develop responsible decision making skills

G Teach that both positive and negative choices have an impact upon self and others
G Teach that all true decision-making is based upon Biblical principles

VIII-B Appropriately manage one’s personal finances

G Instruct in the principle of tithing as the basis for successful financial planning

VIII-C Acquire skill in the use of technologies

G Use current technologies (graphing calculators, computer programs and skills) to enhance one’s
learning experiences through demonstration and hands-on experiences

VIII-E Value cooperation and teamwork when interacting in groups

G Establish relationship with parent, administration, teacher, and student to enhance the learning
experience
G Use cooperative learning experiences in the classroom to involve more individuals in the educational
experience
G Teach respect for the opinions and ideas of others when working together

VIII-F Develop conflict resolution skills

G Work within the classroom for positive, Biblically-based resolution of conflict which may arise
between teacher and student or between student and student

VIII-G Manage time effectively

G Teach responsible work habits in the mathematics classroom where positive interaction is possible to
solve problems
G Teach that what becomes habit on a daily basis helps most for tests and exams

40
 Journey to Excellence Through Secondary Mathematics Instruction

IX-A View God as the Author of beauty both in His creation and in human expression
G Connect natural shapes with the mathematics of shape and number, symmetry and order

X-A Develop an awareness of career options and opportunities in a changing world, as well as in the
church
G Use textbooks, posters, newspapers, etc. to expose students to careers in mathematics
G Invite guests to share with classes how they use mathematics in their work experience

X-B Recognize the role of useful work in personal development and maintaining self-worth
G Challenge each one to set goals in mathematics that are attainable and measurable, and to establish
higher goals when one goal is achieved

X-C Develop skills that will enhance employability

G Teach that mathematical skills are among the most important skills for good employability
G Encourage the development of mental math skills for effective job performance

X-D Experience the joy of serving others

G Teach students to help those who are struggling with math to engender a sense of accomplishment and
greater math understanding for all

X-F Always put forth one’s best effort in every task

G Demonstrate that one’s best effort is all that is asked of anyone in any circumstance, and that by so
doing an individual’s self-esteem and sense of accomplishment is enhanced

41
42
 NCTM Standards and Expectations 9 – 12
and NAD Mathematics Curriculum Guidelines

The National Council of Teachers of Mathematics (NCTM) standards and expectations have been incorporated into
the NAD mathematics curriculum as the standard of instruction throughout the North American Division. Whether
teaching a distinctive integrated curriculum or separate, but integrated, courses in Algebra and Geometry (as
reflected in the course content of this document), the same Essential Learnings are appropriate for both. It is left to
the individual teacher of mathematics to prepare course content according to the NAD Essential Learnings in
conjunction with state/provincial requirements and course content as specified for each grade level.

Number and Operations Standard

All students should be enabled to—

Understand numbers, ways of representing numbers, relationships among numbers, and number systems
G Develop a deeper understanding of very large and very small numbers and various representations of them;
G Compare and contrast the properties of numbers and number systems, including the rational and real
numbers, and understand complex numbers as solutions to quadratic equations that do not have real
solutions;
G Understand vectors and matrices as systems that have some of the properties of the real-number system;
G Use number-theory arguments to justify relationships involving whole numbers.

Understand meanings of operations and how they relate to one another

G Judge the effects of such operations as multiplication, division, and computing powers and roots on the
magnitudes of quantities;
G Develop an understanding of properties of, and representations for, the addition and multiplication of
vectors and matrices;
G Develop an understanding of permutations and combinations as counting techniques.

Compute fluently and make reasonable estimates

G Develop fluency in operations with real numbers, vectors and matrices, using mental computation or paper-
and-pencil calculations for simple cases and technology for more-complicated cases;
G Judge the reasonableness of numerical computations and their results.

Algebra Standard

All students should be enabled to—

Understand patterns, relations and functions

G Generalize patterns using explicitly defined and recursively defined functions;
G Understand relations and functions and select, convert flexibly among, and use various representations for
them;
G Analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local
and global behavior;
G Understand and perform transformations such as arithmetically combining, composing, and inverting
commonly used functions, using technology to perform such operations on more-complicated symbolic
expressions;

43
NCTM Standards and Expectations 9 – 12 and NAD Mathematics Curriculum Guidelines

G Understand and compare the properties of classes of functions, including exponential, polynomial, rational,
logarithmic and periodic functions;
G Interpret representations of functions of two variables.

Represent and analyze mathematical situations and structures using algebraic symbols
G Understand the meaning of equivalent forms of expressions, equations, inequalities, and relations;
G Write equivalent forms of equations, inequalities, and systems of equations and solve them with
fluency—mentally or with paper and pencil in simple cases and using technology in all cases;
G Use symbolic algebra to represent and explain mathematical relationships;
G Use a variety of symbolic representations, including recursive and parametric equations, for functions and
relations;
G Judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those
carried out by technology.

Use mathematical models to represent and understand quantitative relationships

G Identify essential quantitative relationships in a situation and determine the class or classes of functions that
might model the relationships;
G Use symbolic expressions, including iterative and recursive forms, to represent relationships arising from
various contexts;
G Draw reasonable conclusions about a situation being modeled.

Use change in various contexts

G Approximate and interpret rates of change from graphical and numerical data.

Geometry Standard

All students should be enabled to—

Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop
mathematical arguments about geometric relationships
G Analyze properties and determine attributes of two- and three-dimensional objects;
G Explore relationships (including congruence and similarity) among classes of two- and three-dimensional
geometric objects, make and test conjectures about them, and solve problems involving them;
G Establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments
made by others;
G Use trigonometric relationships to determine lengths and angle measures.

Specify locations and describe spatial relationships using coordinate geometry and other representational
systems
G Use Cartesian coordinates and other coordinate systems, such as navigational, polar, or spherical systems,
to analyze geometric situations;
G Investigate conjectures and solve problems involving two- and three-dimensional objects represented with
Cartesian coordinates.

Apply transformations and use symmetry to analyze mathematical situations

G Understand and represent translations, reflections, rotations, and dilations of objects in the plane by using
sketches, coordinates, vectors, function notation, and matrices;
G Use various representations to help understand the effects of simple transformations and their compositions.

44
 NCTM Standards and Expectations 9 – 12 and NAD Mathematics Curriculum Guidelines

Use visualization, spatial reasoning, and geometric modeling to solve problems

G Draw and construct representations of two- and three-dimensional geometric objects using a variety of
tools;
G Visualize three-dimensional objects and spaces from different perspectives and analyze their cross-sections;
G Use vertex-edge graphs to model and solve problems;
G Use geometric models to gain insights into, and answer questions in, other areas of mathematics;
G Use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest
such as art and architecture.

Data Analysis and Probability Standard

All students should be enabled to—

Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer
them
G Understand the differences among various kinds of studies and which types of inferences can legitimately
be drawn from each;
G Know the characteristics of well-designed studies, including the role of randomization in surveys and
experiments;
G Understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of
the term variable;
G Understand histograms, parallel box plots, and scatterplots and use them to display data;
G Compute basic statistics and understand the distinction between a statistic and a parameter.

Select and use appropriate statistical methods to analyze data

G For univariate measurement data, be able to display the distribution, describe its shape, and select and
calculate summary statistics;
G For bivariate measurement data, be able to display a scatterplot, describe its shape, and determine
regression coefficients, regression equations, and correlation coefficients using technological tools;
G Display and discuss bivariate data where at least one variable is categorical;
G Recognize how linear transformations of univariate data affect shape, center, and spread;
G Identify trends in bivariate data and find functions that model the data or transform the data so that they can
be modeled.

Develop and evaluate inferences and predictions that are based on data
G Use simulations to explore the variability of sample statistics from a known population and to construct
sampling distributions;
G Understand how sample statistics reflect the values of population parameters and use sampling distributions
as the basis for informal inference;
G Evaluate published reports that are based on data by examining the design of the study, the appropriateness
of the data analysis, and the validity of conclusions;
G Understand how basic statistical techniques are used to monitor process characteristics in the workplace.

Understand and apply basic concepts of probability

G Understand the concepts of sample space and probability distribution and construct sample spaces and
distributions in simple cases;
G Use simulations to construct empirical probability distributions;
G Compute and interpret the expected value of random variables in simple cases;
G Understand the concepts of conditional probability and independent events;
G Understand how to compute the probability of a compound event.

45
 NCTM Standards and Expectations 9 – 12 and NAD Mathematics Curriculum Guidelines

Measurement Standard

All students should be enabled to—

Understand measurable attributes of objects and the units, systems, and processes of measurement
G Make decisions about units and scales that are appropriate for problem situation involving measurement.

Apply appropriate techniques, tools, and formulas to determine measurements

G Analyze precision, accuracy, and approximate error in measurement situations;
G Understand and use formulas for the area, surface area, and volume of geometric figures, including cones,
spheres, and cylinders;
G Apply informal concepts of successive approximations, upper and lower bounds, and limit in measurement
situations;
G Use unit analysis to check measurement computations.

Problem Solving Standard

All students should be enabled to—

G Build new mathematical knowledge through problem solving;

G Solve problems that arise in mathematics and in other contexts;
G Apply and adapt a variety of appropriate strategies to solve problems;
G Monitor and reflect on the process of mathematical problem solving.

Reasoning and Proof Standard

All students should be enabled to—

G Recognize reasoning and proof as fundamental aspects of mathematics;

G Make and investigate mathematical conjectures;
G Develop and evaluate mathematical arguments and proofs;
G Select and use various types of reasoning and methods of proof.

Communication Standard

All students should be enabled to—

G Organize and consolidate their mathematical thinking coherently and clearly to peers, teachers, and others
G Analyze and evaluate the mathematical thinking and strategies of others;
G Use the language of mathematics to express mathematical ideas precisely.

Connections Standard

All students should be enabled to—

G Recognize and use connections among mathematical ideas;

G Understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
G Recognize and apply mathematics in contexts outside of mathematics.

46
 NCTM Standards and Expectations 9 – 12 and NAD Mathematics Curriculum Guidelines

Representation Standard

All students should be enabled to—

G Create and use representations to organize, record and communicate mathematical ideas;
G Select, apply and translate among mathematical representations to solve problems;
G Use representations to model and interpret physical, social and mathematical phenomena.

The following courses in the NAD Mathematics Curriculum Guide detail the Essential Learnings for meeting
the NCTM standards:

Pre-Algebra Algebra II
Algebra I Precalculus
Geometry Calculus

Reference: Principles and Standards for School Mathematics, National Council of Teachers of Mathematics,
Reston, VA 20191-9988. (2000) 47
48
 RECOMMENDED COURSE SEQUENCE OPTIONS

Student who is not ready for Algebra I in 9th grade:

Year One Pre-Algebra

Year Two Algebra I

Year Three Geometry or Algebra II

Year Four Algebra II or Geometry

Student who is ready for Algebra I in 9th grade:

Year One Algebra I

Year Two Geometry or Algebra II

Year Three Algebra II or Geometry

Year Four Precalculus or Other Adv. Math

Student who has completed Algebra I in 8th grade:

Year One Geometry or Algebra II

Year Two Algebra II or Geometry

Year Three Precalculus

Year Four Calculus or Other Adv. Math

49
50
 PRE-ALGEBRA

Carnegie Unit Semester Periods

Units of Credit 1 10

Pre-Algebra is designed to strengthen students’ mathematical skills in preparation for Algebra I and Geometry.

COURSE OVERVIEW
Pre-Algebra is designed to help the student make the transition from basic elementary mathematics to Algebra I and Geometry and
provides a foundation for understanding a broad spectrum of mathematical topics.

COURSE GOALS
The Pre-Algebra course will enable students to:
1. reinforce skills in arithmetic computations
2. use ratio and proportion and their applications
3. develop skills with variables and solution of equations
4. understand basic concepts of function
5. identify and use designs and patterns in Algebra and Geometry
6. understand the different dimensions in Geometry and the measurements associated with each
7. analyze statistical data and use the ideas of probability

51
 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

PRE-ALGEBRA
Problem Solving
Communication

Representation

Measurement
Essential Learnings
Connections

Geometry
Algebra
COMPUTATION

& Computing with exponents (using technology) $

& Estimating and rounding (using technology) $ $
& Determining order of operations (using technology) $
& & Using technology to solve real world problems involving exponents, $
estimating and rounding

& & Modeling signed numbers $

& Performing operations on signed numbers $
& Applying signed numbers to real world problems $
& & Square roots, calculations $
RATIO AND PROPORTION

& & & & Expressing ratios as fractions, decimals and percents $ $
& & & Using ratios to compare quantities, analyze change and express rates $
& Using proportions to find unknown values $ $
& & Applying ratio and proportion $ $
& Identifying and applying properties of similar figures $
& & & Using ratios to construct scale drawings $ $
& & & Finding and applying trigonometric ratios %
VARIABLES AND EQUATIONS

& Variables in expressions $

& Evaluating expressions $ $
& Distributive property $ $
& Simplifying expressions $ $
& & Applying algebraic methods to problem solving $

$ = requisite % = discretionary 52
 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

PRE-ALGEBRA
Problem Solving
Communication

Representation

Measurement
Essential Learnings
Connections

Geometry
Algebra
VARIABLES AND EQUATIONS-continued

& Using formulas $ $

& Using number sense $ $
& & & Understanding and solving equations using manipulatives $
& Isolating the variable $ $
& Solving two step equations $ $
& Synthesizing and applying properties of equality $ $
FUNCTIONS

& & Expressing relationships between linear quantities $

& Graphing relationships between quantities $
& Identifying linear functions $
& Slope and intercept $ $
& & & Applying linear functions $
& & Recognizing the relationship between equations and their graphs $
& Quadratic functions %
DESIGNS AND PATTERNS

& & Understanding and using symmetry $

& & & Finding number patterns $
& & & Expressing patterns using variables $
& & Relating number sequences to patterns of figures $ $
& & Understanding and using tessellations %

$ = requisite % = discretionary 53
 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

PRE-ALGEBRA
Problem Solving
Communication

Representation

Measurement
Essential Learnings
Connections

Geometry
Algebra
GEOMETRY

& & Drawing three dimensional solids $

& & Measuring and comparing sizes in two and three dimensions $ $
& & Finding perimeters and areas of regular polygons and circles $ $ $ $
& & Finding surface areas of solids $ $ $
& & Finding volumes of solids $ $ $
& Angles and angle relationships $ $ $
& & Using properties of right triangles $ $
DATA ANALYSIS AND PROBABILITY

& & & Data representation on maps, graphs, and spreadsheets %

& & & Interpretation of maps, graphs, and spreadsheets %
& & Scatter Plots %
& Quadratic functions %
& & Measures of central tendency % %
& Probability and odds % %
& & Simulations %
& & Counting and tree diagrams %
& & Grouping and sample types %
& Population sizes %

$ = requisite % = discretionary 54
 ALGEBRA I
(Year One Integrated Mathematics)

Carnegie Unit Semester Periods

Units of credit 1 10

Prerequisite Mathematics Grade 8 and/or Pre-Algebra

Algebra I is designed to provide a solid mathematical foundation as well as fulfill the requirements for high school graduation and
prepare students for Geometry, Algebra II, and standardized tests such as the SAT and ACT.

COURSE OVERVIEW
Algebra I is designed as an integrated curriculum using algebraic skills with extensions to topics in arithmetic, geometry, statistics, and
probability. The curriculum content has been extended to include a wider range of essential skills in algebra for continuation of study
in mathematics. Problem-solving and beginning use of technology (calculator usage) are important aspects of this course.

COURSE GOALS
Algebra I will enable students to:
– consolidate their skills with the real number system
– develop essential algebraic skills
– use a variety of skills to solve linear and quadratic equations, including the concept of variation
– distinguish between functions and relations and their applications to graphing
– use patterns; understand geometric shapes and relationships
– give further study to measurements in geometry
– explore statistical data and its use in understanding variability and dispersion
– perform basic skills with matrices

$ = requisite % = discretionary 55
 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

ALGEBRA I
Problem Solving
Communication

Representation

Measurement
(Year One Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
REAL NUMBER SYSTEMS

& & Operations on real numbers $

& & Models for integers and integer operations $
& & Absolute value, inequality and number line $ $ $
& Scientific notation $ $
& Properties of inequalities $
& Rates, ratios and percents $
& & Squares, square roots, approximations and their applications $ $
& & Pythagorean theorem and applications $ $ $
& Distance and midpoint formulas $ $ $ $
& & & Properties of real numbers: opposites, inverses, order, closure, identity and $
distributive properties

& Hierarchy of real-number subsets $

ALGEBRAIC SKILLS

& Informal notions of variable, evaluating formulas $

& & Writing and evaluating variable expressions $
& Order of operations $ $
& Equivalent and nonequivalent expressions $
& & Simplifying and performing operations on polynomial, radical, and rational $ $
expressions

& Products, quotients and powers of monomials $ $

& Multiplying and dividing a polynomial by a monomial, and interpreting $ $
with area models

& & Properties of exponents and exponential functions $ $

& Factoring monomials, binomials, and trinomials $

$ = requisite % = discretionary 56
 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

ALGEBRA I
Problem Solving
Communication

Representation

Measurement
(Year One Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
ALGEBRAIC SKILLS-continued

& & Solving formulas $ $

& & Special products: (a ! b) 2 and (a " b)(a # b)
$ $
and area models

& & Compound interest, population growth, depreciation and other exponential $ $ $
applications

EQUATIONS AND INEQUALITIES

& & Writing equations and inequalities for given conditions $

& & & Solving linear equations and inequalities by equivalent operation $
& & Solving absolute-value equations and inequalities $
& & Solving radical equations $
& & Use of zero product property $
& & & & Solve quadratic equations by factoring, graphing, and the quadratic formula $
& & Evaluating formulas/expressions $ $
& & & Using tables to generate equations $
& & & & Solving problems that can be modeled by linear equations and inequalities; $
use of “and”, “or” statements in one variable

& & Using graphs to solve linear equations and inequalities $

& & Solving systems of linear equations and inequalities by graphing, $
substitution, or linear combination (addition)

& & Ratio and proportion applications $

& & & Writing formulas to express variation relationships given in written, tabular $
and graphical form (implicit slope definition)

57 $ = requisite % = discretionary
 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

ALGEBRA I
Problem Solving
Communication

Representation

Measurement
(Year One Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
FUNCTIONS, RELATIONS AND GRAPHS

& Solutions of equations in two variables $

& Graphing relations $
& Graphing linear inequalities $
& & Input-output model of a function $
& Slope-intercept form of linear functions, parallel and perpendicular lines $ $
& & & Writing equations for lines satisfying given conditions $
& Coordinate system, ordered pairs, paired data, and scatter diagrams $ $
& & Intuitive line fitting and interpretation of linear graphs $ $
& & Predicting rules for well-behaved data $
& Using rules to produce linear graphs $
& & Graphing related families of lines; slope and intercept $
& & Quadratic graphs and paired data $
& Families of lines: m as a stretch, and b as a translation % %
PATTERNS & GEOMETRIC FIGURES

& & Generalizing number and geometric patterns $ $ $

& Concepts of point, line, ray, plane, space, parallel, perpendicular, bisection, $
symmetry, polygon, and circle

& & Predicting from patterns $ $

& Relations in space, informal loci %
& Segment and angle measurement and congruence % %
& Construction and locus discoveries %
& & Angle relationships %
& Polygons % %

$ = requisite % = discretionary 58
 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

ALGEBRA I
Problem Solving
Communication

Representation

Measurement
(Year One Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
GEOMETRIC MEASUREMENTS

& & Properties of polygons and angles: triangle sum, polygon sum, exterior %
angles of polygons and angles of regular polygons

& & Generation and solution of equations related to angle measures % % %

& & Perimeter and area of polygons and circles % % %
EXPLORING DATA

& & & Graphing nonlinear paired data $

& & Sorting and sequencing data $
& & Mean, median and variability $ $
& Variations: direct, inverse, square and joint $ $
& & & Interpretations of direct and inverse variation graphs in terms of rate, $
constants of variation, and effect of parameter changes on graphs

& & & Domain and range $

& & & Presentations of data; tables, matrices, frequency distributions, stem-and- $
leaf plots, line graphs, circle graphs, boxplots, and percentiles

& Dispersion, measures of dispersion, box and whisker plots $ $

MATRICES

& & & Writing and interpreting information matrices % %

& & & Performing and interpreting sums and products of matrices % %

$ = requisite % = discretionary 59
60
 GEOMETRY
(Year Two Integrated Mathematics)

Carnegie Unit Semester Periods

Units of Credit 1 10

Prerequisite Algebra I or its equivalent

Geometry is designed to provide a solid foundation in geometry with connections to other disciplines in mathematics, as well as fulfill
the requirements for high school graduation and prepare students for Algebra II and standardized tests such as the SAT and ACT.

COURSE OVERVIEW
Geometry is designed as an integrated curriculum with extensions to algebra and trigonometry and introduces the student to logical
structures as it applies to problem solving, reasoning and proof. Various methods of approach – both algebraic and geometric – will be
used.

COURSE GOALS
Geometry will enable students to:
- develop skills in logical reasoning and proof
- extend geometric shapes to the coordinate plane
- relate patterns in shape to algebraic manipulations and geometric proof
- continue to build skill in measurements in the plane and space
- use transformations to manipulate shapes
- use trigonometry to solve right and oblique triangles

61
 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

GEOMETRY
Problem Solving
Communication

Representation

Measurement
(Year Two Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
LOGIC

& & Statements and negations

& & Conjunctions and disjunctions (conditional statements)

& & Implications and their translations and properties

& & Converses

& & Double implications (biconditionals)

& & Flow proofs

& & Introduction to inductive versus deductive reasoning and counterexamples, $

indirect proof

GEOMETRIC SHAPES AND THE COORDINATE PLANE

& & Introduction of geometric tools such as: models, protractors, compasses; $ $ $
use of algebra to express geometric concepts

& & Describing 1-, 2-, 3-D figures $

& & & Drawing and sketching 2-, 3-D figures $
& & Angle relationships $ $ $
& & & Symmetry $
& & Slope $ $ $ $
& & Parallels and perpendiculars on the plane $ $
& & Midpoint and distance formulas $ $ $ $
& & Coordinates for triangles and quadrilaterals $ $ $ $
& & & Deductions based on coordinates $
& & Vectors ' ' '

' = underpinning of calculus 62 $ = requisite % = discretionary

 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

GEOMETRY
Problem Solving
Communication

Representation

Measurement
(Year Two Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
PATTERNS IN SHAPES

& Triangle sum and classification of triangles $ $ $

& Polygon sum property, exterior angle property, angles in regular polygons $ $ $
& & & & Properties of quadrilaterals leading to hierarchy of quadrilaterals $ $
& Inscribed angle property $ $ $
& Properties of triangles $ $ $
& Equations, properties of circles $ $ $
& & A minimal deductive system for typical proofs about supplements, $ $
complements, angles formed by parallel lines

& & A minimal deductive system for proofs about congruent and similar $ $
triangles (e.g., earlier work with patterns for unique triangles are
postulated)

& & & Patterns for congruent triangles: ASA, AAS, SAS, SSS $
& & & Ambiguous patterns AAA, SSA $
MEASUREMENT IN THE PLANE

& & Distinctions among 1-, 2-, 3-D measures $ $

& Perimeter and circumference in the plane $ $ $ $
& & Areas of squares, rectangles, parallelograms, triangles, trapezoids $ $ $ $
& & & Pythagorean theorem $ $ $ $
& & & Special right triangles $ $ $ $
& & & Geometric probability using 2-D models $ $ $
& & Surface area and volume of a prism, cylinder, pyramid, cone and sphere $ $ $
& Similar figures in space and ratios of similarity for $ $ $
1-, 2-, 3-D measures

& & & Geometric probability using 3-D models % % %

' = underpinning of calculus 63 $ = requisite % = discretionary

 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

GEOMETRY
Problem Solving
Communication

Representation

Measurement
(Year Two Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
TRANSFORMATIONS

& Reflections over x- and y-axes and the line y $ x $ $

& Translations, vectors $ $

& Rotations by multiples of 90 degrees $ $
& Dilations ( x , y ) % (ax , ay ) $ $

& & Stretches ( x , y ) % (ax , by ) $

& Invariants (fixed values) $

& Definitions and uses of congruence and similarity $
& Tessellations %
TRIGONOMETRY

& Right angle properties (constant ratios) $ $ $

& & & Applications of trigonometric ratios $ $ $ $
& & Unit circle % % %
& & Law of sines % %
& & Law of cosines % %

' = underpinning of calculus 64 $ = requisite % = discretionary

 ALGEBRA II
(Year Three Integrated Mathematics)

Carnegie Units Semester Periods

Units of credit 1 10

Prerequisite Algebra I and Geometry or their equivalents

Algebra II is designed as a course to enrich a student’s experience in mathematical skills and helps a student to fulfill high school
graduation requirements.

COURSE OVERVIEW
Algebra II is an integrated course for students which gives focus to developing skills on the domain of the real and complex number
systems as the basis for understanding various types of functions in preparation for studying Calculus and other areas of higher
mathematics. Emphasis will be given to real-world problem solving skills and an enhanced use of technology (graphing calculators).

COURSE GOALS
Algebra II will enable students to:
1. develop skills in the real and complex number systems
S extend their skills in patterns and properties of numbers, including sequences, series, and limits
I. solve linear and quadratic equations and their extensions in 2-D
A. study a variety of functions – linear, polynomial, exponential, logarithmic, rational, and circular – and their
use in a wide variety of problem-solving situations
a. develop skills with matrices with their applications to transformations
S extend their skills in probability and statistics

65
 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

ALGEBRA II
Problems Solving
Communication

Representation

Measurement
(Year Three Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
REAL AND COMPLEX NUMBER SYSTEMS

Rational and irrational numbers $

& Rational exponents $ $
& & Real numbers and field properties $
Imaginary numbers $ $
& Operations with complex numbers $ $
& Hierarchy of complex numbers $
& Finite systems $ $
& Radical equations $
& & Algebraic proof $
PATTERNS AND PROPERTIES OF NUMBERS

& Extending and generalizing patterns of numbers, array and geometric $ $ $

figures

& Sequences and series $

& Recursive formulas $ $
& Finite differences $ $
& & “Explaining” number tricks $
& & Field Properties $ $
LINEAR EQUATIONS AND INEQUALITIES

& Solving linear equations and inequalities $

& Slope-intercept form of linear equations; parallel and perpendicular lines $ $
& Absolute value $ $
Literal equations and formulas $
& & Logical connectives: “and”, “or” $

' = underpinning of calculus 66 $ = requisite % = discretionary

 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

ALGEBRA II
Problems Solving
Comminication

Representation

Measurement
(Year Three Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
LINEAR EQUATIONS AND INEQUALITIES-continued

& & Solutions of systems of linear equations by graphing, tables, substitution $

and addition

& Solutions of systems of linear inequalities by graphing $

& & Linear programming $
& Absolute value inequalities $ $
QUADRATIC EQUATIONS AND RELATIONS

& Quadratic functions $

& Solving quadratic equations by graphing, the quadratic formula, and $ $
factoring

& & Conics: locus definitions, optical properties and applications $ $

& Completing the square $
& & Discriminant $
FUNCTIONS AND GRAPHS

& & Functions and relations, input-output model and function notations $
& & & Step functions $
& & & Translations, effects of parameter changes on linear and quadratic relations $
and functions

& Graphical solution of nonlinear systems $

& & Graphical introduction of exponential, logarithmic, sine, cosine and tangent
functions ' '
& & & Characteristics of graphs: symmetry, maxima/minima, increasing-
decreasing, excluded regions and periodicity ' '

' = underpinning of calculus 67 $ = requisite % = discretionary

 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

ALGEBRA II
Problems Solving
Comminication

Representation

Measurement
(Year Three Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
POLYNOMIALS AND POLYNOMIAL FUNCTIONS

& Exponent laws $ $

& Sum, product of monomials and polynomials $
& & & Binomial theorem and Pascal’s triangle $ $ $
& Graphing polynomial functions $
& Roots by graphical estimation $
& & Remainder and Factor Theorems $
& Fundamental Theorem of Algebra $
& & Inverse functions $
EXPONENTIAL AND LOGARITHMIC FUNCTIONS
& Graphing exponential and logarithmic functions $
& & Exponential growth and decay, applications and modeling $ $
& & Logarithmic applications $
& Solutions of simple exponential and logarithmic equations $
& & Properties of exponents and logarithms $ $
& Simplifying exponential and logarithmic expressions $ $
CIRCULAR FUNCTIONS
& & Sine, cosine and tangent graphs and periodic behavior ' '
& & Degree and radian measures ' ' '
& & Applications of periodic motion ' '
& & Solving simple trigonometric equations involving real-world phenomena ' '
& & Graphical properties of y $ a sin bx and y $ a cos bx ' '

' = underpinning of calculus 68 $ = requisite % = discretionary

 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

ALGEBRA II
Problems Solving
Comminication

Representation

Measurement
(Year Three Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
RATIONAL EXPRESSIONS AND FUNCTIONS
& Operations on rational expressions $ $
& & Fractional equations and applications $
& & & Inverse variation $
& & Graphing simple rational functions $
& & Asymptotes '
& & & Rational functions and horizontal and vertical asymptotes, holes '
MATRICES
& & Information matrices $
& Directed graphs, drawings and networks $
& Sums and products of matrices $ $
& & Transformations of geometric figures by matrices $ $
& Inverse of a square matrix, solution of linear system $ $
PROBABILITY AND STATISTICS
& & Counting situations, tree diagrams $
& & Simple probability experiments and applications $ $
& & & Theoretical probability and simulations $
& Sampling techniques, random numbers $
& & Mean and standard deviation % % %
& Normal distribution % %
& Conditional probability %
& & Permutations and combinations % % %
& & Linear regression and correlation % % % %

' = underpinning of calculus 69 $ = requisite % = discretionary

 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

ALGEBRA II
Problems Solving
Comminication

Representation

Measurement
(Year Three Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
SEQUENCES, SERIES, AND LIMITS
& & Arithmetic and geometric sequences $ $
& & Arithmetic and geometric series $ $
& & Infinite geometric series $ $
& & Sigma notation '
& & Secant and tangent lines, the notion of limiting behavior ' '
& & Area under a curve ' '

' = underpinning of calculus 70 $ = requisite % = discretionary

 PRECALCULUS
(Year Four Integrated Mathematics)

Carnegie Unit Semester Periods

Units of credit 1 10

Prerequisite Algebra II or its equivalent

Precalculus is an optional course for high school graduation designed to enrich the motivated student in mathematics with skills for the
study of Calculus and topics in discrete mathematics.

COURSE OVERVIEW
Precalculus is an integrated mathematics course designed to provide an enrichment course strongly recommended for students
planning careers requiring higher mathematical skills. Strong emphasis will be given to problem-solving skills, cross-curricular topics,
and increased use of technology. Individual schools are enabled to select at least two of five discrete topics to further enrich student’s
appreciation of mathematics depending upon group interests and needs.

COURSE GOALS
Precalculus will enable students to:
1. extend their use of a wide variety of functions to analyze the nature of different types of functions and their applications
to the real and complex number systems as well as real-life problem-solving situations
2. develop skill applying algebraic and functional skills to 2-D and 3-D geometry
3. develop skills in writing and using Cartesian and parametric equations, as well as the use of Cartesian and polar
coordinates in 2-D
4. introduce the concept of limit as it applies to differentiation and antidifferentiation
5. enrich the skills of students in the following discrete areas:
• Analytic Geometry in 3-D
• Systems of Equations and Inequalities
• Matrices and Determinants
• Sequences, Series, and Probability
• Further Explorations in Calculus

71
 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

PRECALCULUS
Problem Solving
Communication

Representation

Measurement
(Year Four Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
TRANSFORMATION OF FUNCTIONS

& & Combining functions using the 4 basic operations; composite functions ' '
& & Identifying characteristics of functions: even, odd, periodic, piece-wise, '
domain, range, continuity, end behavior

& & Knowing parent functions: absolute-value, quadratic, radical, reciprocal, ' '
greatest integer (step), trigonometric, exponential, logarithmic

& Inverse functions '

& & Transforming parent functions under translations, stretches, and '
compressions

POLYNOMIAL AND RATIONAL FUNCTIONS

& & & Sketching and analyzing graphs of quadratic and polynomial functions '
& Division of polynomials '
& & Real zeros of polynomial functions, identify the number of zeros '
& & Performing operations on complex numbers and plot numbers in the ' '
complex plane

& & Determining the domain and asymptotes of rational functions and sketch '
their graph

& Partial fractions '

& & Fundamental theorem of algebra '
EXPONENTIAL AND LOGARITHMIC FUNCTIONS '
& & Recognizing, evaluating and graphing exponential and logarithmic '
functions

& Rewriting logarithmic functions with a different base ' '

& & Natural logarithms, base e and its applications ' '
& & Properties of logarithms to manipulate logarithmic expressions '
& Solving exponential and logarithmic equations '

' = underpinning of calculus 72 $ = requisite % = discretionary

 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

PRECALCULUS
Problem Solving
Communication

Representation

Measurement
(Year Four Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
EXPONENTIAL AND LOGARITHMIC FUNCTIONS-continued

& & Practical applications of exponential and logarithmic functions '

TRIGONOMETRIC FUNCTIONS

& & Radian and degree measures and their conversions ' '
& & Using the unit circle to define the trigonometric ratios ' '
& & Graphing trigonometric functions and their transformations ' '
& & Inverse trigonometric functions ' '
& & Applications and models of trigonometric functions ' '
& Special angles 0°! x ! 360°, 0 ! x ! 2!

ANALYTIC TRIGONOMETRY AND VECTORS IN 2-D

& & Use the reciprocal, quotient and cofunction identities '
& & Use of the following identities: sum and difference, double-angle, power- '
reducing, and half-angle, product to sum and sum to product identities

& Solving trigonometric equations '

& Law of sines and law of cosines ' '
& Areas of oblique triangles ' '
& & & Vectors as directed line segments, unit vectors ' '
& & Operations on vectors; dot product ' ' '
& & Trigonometric form of a complex number ' '
& & Using De Moivre’s theorem to find powers and roots of complex numbers ' '
ANALYTIC GEOMETRY IN 2-D

& & Inclination of a line; angle between 2 lines; distance from a point to a line ' '
and the graph

& & Writing the general and standard forms for the conic sections ' '

' = underpinning of calculus 73 $ = requisite % = discretionary

 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

PRECALCULUS
Problem Solving
Communication

Representation

Measurement
(Year Four Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
ANALYTIC GEOMETRY IN 2-D-continued

& & Determining the geometric components of conic graphs: center, foci, ' '
vertices, asymptotes, where applicable

& & Writing rectangular and parametric equations and convert from one to the '
other

& & Converting complex numbers from rectangular to polar coordinates and ' '
vice versa

& & Graphing polar equations ' '

LIMITS

& & & Definition of a limit; properties of a limit ' ' '
& Continuity of functions '
& & Find the limits of functions; finite and infinite limits ' '
& & Using the tangent line to approximate slope of a function at a point ' '
& & & Definition of the derivative as the limiting slope of a function ' '
& & & Limits of summation to find areas bounded by a function ' '

' = underpinning of calculus 74 $ = requisite % = discretionary

 AT LEAST TWO (2) OF THE FOLLOWING FIVE (5) TOPICS
SHOULD BE INCLUDED AS PART OF THE PRECALCULUS COURSE

1. ANALYTIC GEOMETRY IN 3-D

2. SYSTEMS OF EQUATIONS AND INEQUALITIES
3. MATRICES AND DETERMINANTS
4. SEQUENCES, SERIES, AND PROBABILITIES
5. FURTHER EXPLORATIONS IN CALCULUS

PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

PRECALCULUS
Problem Solving
Communication

Representation

Measurement
(Year Four Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
ANALYTIC GEOMETRY IN 3-D

& & & Three-dimensional coordinate system; distance and midpoint, equation of a $ $ $
sphere

& & Vectors in space, angle between vectors, parallelism $

& & Cross-product of 2 vectors: algebraic and geometric properties $ $
& & Parametric, symmetric and Cartesian equations of lines and planes in 3-D $ $
& Distance between a point and a plane $ $
& & Sketching planes in 3-D $ $
SYSTEMS OF EQUATIONS AND INEQUALITIES

& Solving systems of equations by substitution, addition, graphing and $

Gaussian or Gauss-Jordan elimination

& Solving systems of equations in row-echelon form and back substitution $

& & Solving multivariate linear systems, partial fractions $
& & Systems of inequalities and applications in linear programming $
MATRICES AND DETERMINANTS
& Operations with matrices: addition, scalar and matrix multiplication $ $
& Inverse matrices and their use in solving systems of linear equations $ $

' = underpinning of calculus 75 $ = requisite % = discretionary

 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

PRECALCULUS
Problem Solving
Communication

Representation

Measurement
(Year Four Integrated Mathematics)
Connections

Geometry
Essential Learnings

Algebra
MATRICES AND DETERMINANTS-continued

& & Determinants of a square matrix $ $

& & Applications of matrices and determinants; Cramer’s rule $ $
SEQUENCES, SERIES, AND PROBABILITY

& Using sequences, factorial and summation to write the terms and sums of a $ $
sequence

& & & Arithmetic and geometric sequences and series; sum of infinite geometric $ $
series

& & Mathematical induction $ $

& & & Binomial theorem; Pascal’s triangle $ $
& & & Fundamental counting principle; permutations and combinations $ $
& & Probability $ $
FURTHER EXPLORATIONS IN CALCULUS

& & & Finding derivatives of algebraic functions using power rule, constant '
multiple rule, product rule, quotient rule, sum rule and chain rule

& & & Integration notation and terminology '

& & Applying integration formulas of the indefinite integral '

' = underpinning of calculus 76 $ = requisite % = discretionary

 CALCULUS

Carnegie Unit Semester Periods

Units of credit 1 10

Prerequisite Precalculus or its equivalent

Calculus has been designed as an enrichment course in mathematics for meeting high school graduation requirements, prepare them to
write a challenge exam for Calculus I in college/university, or prepare them for the AP Calculus examinations, if desired.

COURSE OVERVIEW
Calculus has been designed to give strong emphasis to the development of the concept of limit and its applications to the derivative
and integral. Problem-solving and reasoning skills are strong components of this course.

COURSE GOALS
Calculus will enable students to:
1. develop skills in the use of limit, concept of infinity, and continuity of functions
2. develop the derivative as the limit of a slope function and understand and use the rules for differentiation
3. apply the derivative to many problem-solving situations
4. understand the use of the derivative in interpreting graphs
5. apply the antiderivative formulas for definite and indefinite integrals
6. solve problems using the concept of antiderivative
7. explore further skills in Calculus for preparation of the AP exams

77
 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

CALCULUS
Problem Solving
Communication

Representation

Essential Learnings

Measurement
Connections

Geometry
Algebra
FUNCTIONS, GRAPHS, AND LIMITS

& & Drawing and analyzing the graphs of rational, inverse trigonometric, base $ $
e exponential, natural logarithmic, elementary implicit and composite
functions, for domain, range and intercepts

& Model inverse trigonometric, base e exponential, natural logarithmic, $

elementary implicit and composite functions, to solve problems

& & Converting y = ax to y = ex(In a) $

& Determining points where f (x) = 0 $
& & Demonstrate an understanding of the concept of limit and notation $ $
& & & Evaluating the limit of a function analytically, graphically, and numerically $ $ $
& & Distinguishing between the limit of a function as x approaches a and the $ $
value of f (a)

& & Demonstrating the concept of one-sided limits $ $

& Determining limits with a result of infinity $ $ $
& Evaluating limits as x approaches infinity $ $ $
& & Determining vertical and horizontal asymptotes $ $
& & Determining (dis)continuity of a function $
THE DERIVATIVE

& & Describe geometrically the secant and tangent line at a point x = a $
& & Define and use the derivative as a limit of the slope at a point x = a $ $
& & Using alternate notations for the derivative interchangeably $
& Determine when a function is non-differentiable $
& & Determining the equation of a tangent line to a curve at a given point $ $
& & Calculating the average velocity and instantaneous velocity $ $
& & Distinguishing between average and instantaneous velocity $

$ = requisite % = discretionary 78
 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

CALCULUS
Problem Solving
Communication

Representation

Measurement
Essential Learnings
Connections

Geometry
Algebra
THE DERIVATIVE-continued

& Computing derivatives for algebraic, reciprocal, exponential, trigonometric, $

inverse trigonometric, and implicit functions

& & & Using the constant multiple, sum, product, quotient, power, and chain rules $
& & Using the technique of logarithmic differentiation $
& & Computing higher order derivatives $
DERIVATIVES AND GRAPHS OF FUNCTIONS

& & & Graphing f (x), f’ (x), f” (x) to determine increasing/decreasing functions $
and concavity

& & & & Determining minimum/maximum points and points of inflection; mean $ $
value theorem

& & & & Using Newton’s formula to find solutions of equations, f (x) = 0 $
& & Using the tangent line approximations to estimate values of a function near $ $
a point

& & & Solving problems involving displacement, velocity, acceleration, related $ $
rates, maximum/minimum

ANTIDIFFERENTIATION

& & & Using antiderivative notation $

& Computing the antiderivative for constant, algebraic, reciprocal, $
exponential, and trigonometric functions

& Solving initial value problems given the integral $

& & Integrating using techniques of substitution $
& & Solving problems involving differential equations $ $
& & Solving problems involving indefinite and $ $
definite integrals

79 $ = requisite % = discretionary
 PROCESSES CONTENT

Data Analysis/Probability

Number and Operations

Reasoning and Proof

CALCULUS
Problem Solving
Communication

Representation

Measurement
Essential Learnings
Connections

Geometry
Algebra
ADDITIONAL TOPICS FOR ADVANCED PLACEMENT
(AP) CALCULUS

& & Differentiating and integrating a multitude of function types $

& & Differentiating vector and parametrically defined functions $ $
& & & Testing for convergence of series of real numbers and functions $ $
& & & Defining and applying power series $ $

80 $ = requisite % = discretionary
Appendix

81
82
JOURNEY TO EXCELLENCE

83
84
 GOALS for the Curriculum in Seventh-day Adventist Schools
Each student will:

I ACCEPTANCE Surrender one’s whole life to God; develop a

OF GOD relationship with Jesus Christ; and allow the
Holy Spirit to work in one’s life.

II COMMITMENT TO Desire to know, live, and share the message and

THE CHURCH mission of the Seventh-day Adventist Church.

III FAMILY & Develop a sense of self-worth, skills in interpersonal

INTERPERSONAL relationships, an understanding of the responsibilities
RELATIONSHIPS of family membership, and the ability to respond with
sensitivity to the needs of others.

IV RESPONSIBLE Develop an understanding of cultural and historical

CITIZENSHIP heritages, affirm a belief in the dignity and worth of
others, and accept responsibility for one’s local,
national, and global environments.

V HEALTHY Accept personal responsibility for achieving and

BALANCED LIVING maintaining optimum physical, mental, and spiritual
health.

VI INTELLECTUAL Adopt a systematic, logical, and biblically-based

DEVELOPMENT approach to decision-making and problem-solving
when applied to a developing body of knowledge.

VII COMMUNICATION Recognize the importance of effective communication

SKILLS and develop the requisite skills.

VIII PERSONAL Function responsibly in the everyday world, using

MANAGEMENT Christian principles of stewardship, economy, and
personal management.

IX AESTHETIC Develop an appreciation of the beautiful, both in

APPRECIATION God’s creation and in human expression, while
nurturing individual ability in the fine arts.

IX CAREER AND Develop a Christian work ethic with an appreciation

SERVICE for the dignity of service.

85
86
 Goals and Essential Core Elements
for Curriculum in Seventh-day Adventist Schools

GOALS: ESSENTIAL CORE ELEMENTS:

The following goals have been Essential core elements clarify and expand the goal statements
established to support the unique and are intentionally infused into a curriculum that teaches
philosophy of Adventist education. students to:
Each student will:

I. Surrender one’s whole life 1. Accept God as the Creator and the Redeemer.
to God; develop a
2. Have a growing knowledge of God’s Word and
relationship with Jesus
enjoyment in its study.
Christ; and allow the Holy
Spirit to work in one’s life. 3. Embrace God’s gift of grace by accepting Christ as one’s
personal Savior.
ACCEPTANCE OF GOD

4. Discover the importance and power of prayer and faith in

one’s relationship with Jesus.
5. Value God’s revelation of Himself through inspired
writings and creation.
6. Respond to God’s love by using one’s spiritual gifts to
serve others.
7. Recognize that God gave the Ten Commandments to
show us how to love Him and each other.
8. Value and participate in worship alone and with others.

II. Desire to know, live, and S Be an active participant in one’s local church.
share the message and
COMMITMENT TO THE CHURCH

S Understand how the organization of the Seventh-day

mission of the Seventh-day
Adventist church facilitates its mission.
Adventist Church.
S Become involved in spreading the gospel throughout the
world.
S Accept the fundamental beliefs of the Seventh-day
Adventist church.
S Appreciate the heritage of the Seventh-day Adventist
church.
S Relate to lifestyle choices and cultural issues based on
biblical principles.

87
 GOALS: ESSENTIAL CORE ELEMENTS:
The following goals have been Essential core elements clarify and expand the goal statements
established to support the unique and are intentionally infused into a curriculum that teaches
philosophy of Adventist education. students to:
Each student will:

III. Develop a sense of self- A. Recognize that God’s ideal for the basic unit of society
worth, skills in is the family.
interpersonal
FAMILY & INTERPERSONAL

B. Develop an appreciation for the diversity of

relationships, an
individuals.
understanding of the
RELATIONSHIPS

responsibilities of family C. Acquire knowledge, attitudes and skills essential to

membership, and the meeting family responsibilities whether living alone or
ability to respond with with others.
sensitivity to the needs of
D. Recognize that God’s unconditional love gives one
others.
self-worth.
E. Value sexuality in the context of God’s ideal.

IV. Develop an understanding 1. Exhibit concern and sensitivity for other peoples and
of cultural and historical cultures.
RESPONSIBLE CITIZENSHIP

heritages, affirm a belief

2. Participate actively in local, national, and global
in the dignity and worth of
communities.
others, and accept
responsibility for one’s 3. Understand the functions of governments and their
local, national, and global impact on individuals and society.
environments.
4. Use a biblical perspective to analyze history and
current events.
5. Assume an active role in nurturing and preserving
God’s creation.

88
 GOALS: ESSENTIAL CORE ELEMENTS:
The following goals have been Essential core elements clarify and expand the goal statements
established to support the unique and are intentionally infused into a curriculum that teaches
philosophy of Adventist education. students to:
Each student will:

V. Accept personal 1. Recognize that God’s ideal for quality living includes a
responsibility for healthy lifestyle.
HEALTHY BALANCED LIVING

achieving and maintaining

2. Incorporate into one’s lifestyle the principles that
optimum physical, mental,
promote health: nutrition, exercise, water, sunlight,
and spiritual health.
temperance, air, rest, trust in God.
3. Avoid at-risk behaviors.
4. Apply Christian principles in recreation and sports.
5. Achieve a balance in work and leisure; balancing
physical, mental, social, and spiritual activities.
6. Recognize the interaction of physical, mental, and
spiritual health with emotional and social well-being.

VI. Adopt a systematic, 1. Broaden intellectual abilities through the study of

logical, and biblically- God’s Word.
INTELLECTUAL DEVELOPMENT

based approach to
2. Use critical and creative thinking skills in “real world”
decision-making and
experiences.
problem-solving when
applied to a developing 3. Develop one’s intellectual potential in natural sciences
body of knowledge. and mathematics; arts and humanities; social sciences
and applied arts.
4. Utilize effective study techniques to locate, organize,
and learn information.
5. Apply the principles of life-long learning.
6. Approach all intellectual pursuits from a biblical
perspective.

89
 GOALS: ESSENTIAL CORE ELEMENTS:
The following goals have been Essential core elements clarify and expand the goal statements
established to support the unique and are intentionally infused into a curriculum that teaches
philosophy of Adventist education. students to:
Each student will:

VII. Recognize the importance 1. Communicate effectively through the avenues of

of effective reading, writing, listening, speaking, and non-verbal
communication and language.
COMMUNICATION SKILLS

develop the requisite

2. Apply a Christ-centered perspective to all forms of
skills.
personal expression and media.
3. Understand how sensitivity to the differences of others
affects communication.
4. Recognize how media and information technology
impacts communication.
5. Utilize communication skills to enhance one’s
Christian witness.

VIII. Function responsibly in 1. Develop responsible decision-making skills.

PERSONAL MANAGEMENT

the everyday world, using

2. Appropriately manage one’s personal finances.
Christian principles of
stewardship, economy, 3. Acquire skill in the use of technologies.
and personal
4. Develop basic home-management skills.
management.
5. Value cooperation and teamwork when interacting
in groups.
6. Develop conflict resolution skills.
7. Manage time effectively.

90
 GOALS: ESSENTIAL CORE ELEMENTS:
The following goals have been Essential core elements clarify and expand the goal statements
established to support the unique and are intentionally infused into a curriculum that teaches
philosophy of Adventist education. students to:
Each student will:

IX. Develop an appreciation 1. View God as the Author of beauty both in His creation
AESTHETIC APPRECIATION

of the beautiful, both in and in human expression.

God’s creation and in
2. Employ biblical principles as the basis for appreciation
human expression, while
and expression of creative and performing arts.
nurturing individual
ability in the fine arts. 3. Develop fine arts talents through practice, performance,
and presentation.
4. Use aesthetic expression as a means of communication
and service.

X. Develop a Christian work 1. Develop an awareness of career options and

ethic with an appreciation opportunities in a changing world, as well as in
for the dignity of service. the church.
CAREER AND SERVICE

2. Recognize the role of useful work in personal

development and maintaining self-worth.
3. Develop skills that will enhance employability.
4. Experience the joy of serving others.
5. Identify one’s interests, abilities, and values;
understanding their relationship to career options.
6. Always put forth one’s best effort in every task.

91
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