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Course description

1. Numerical Reasoning involves generating new mathematical understandings through problems involving numerical data that arise in everyday life; society;and the workplace. The students will draw conclusions and/or make decisions based on analysis and critique of quantitative information. The students will alsoeffectively justify and communicate conclusions in ways appropriate to the audience. The student is expected to:• Use precision and accuracy in real-life situations related to measurement and significant figures.• Solve problems involving quantities that are not easily measured using proportionality.• Solve real-life problems requiring interpretation and comparison of various representations of ratios (i.e. fractions; decimals; rate; and percentages).2. Covariational Reasoning calls for students to engage in cognitive activities involved in coordinating two varying quantities while attending to the ways inwhich the two quantities change in relation to each other (Carlson; 1998; Carlson & Larsen; 2001; Carlson; Jacobs; & Larsen; 2001). The overarching goal of thisstrand is to engage students in reasoning about an association (or the relationships) between two quantities or reasoning about bivariate data; which involvesknowing how to judge and interpret a relationship(s) between two quantities. Such activities include but are not limited to:• Meaningful exploration of relative and absolute change.• Reason and communicate meaningfully about proportional relationships and relationships that are not proportional. Use these relationships to solvecontextualized problems.• Choose and create models for bivariate data sets; and use the models to solve problems and make decisions.3. Statistical and Probabilistic Reasoning involves using the process standards in mathematics to generate new understandings of probability and statistics. Thestudents make interpretations based on; and inferences from; data. The students analyze statistical information and evaluate risk and return to connectmathematical ideas and make informed decisions. The students use multiple representations to communicate effectively the results of real data analysis fromcurrent events; the critical analysis of published statistical studies; and may include student-generated statistical studies. Statistical problem solving is aninvestigative process that involves four components:• 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; and• Understand and apply basic concepts of probability. (GAISE Report; 2007)This set of standards was developed from the GAISE (Guidelines for Assessment and Instruction in Statistics Education) report and will call for students to:• Gain insight about a solution to a statistical question by describing features of the data through the use of graphical and tabular representations andnumerical summaries.• Develop probability models to describe the long-run behavior of observations of a random variable.• Recognize probability as an essential tool of statistics and understand the role of probability in statistical reasoning.• Draw appropriate conclusions from data in ways that acknowledge random variation; and acknowledge potential limitations and bias.

4. Discrete Mathematical Reasoning involves the study of vertex-edge graphs as mathematical models for analyzing the relationships among a finite number ofobjects shown by vertices that are connected by edges. Students should be able to understand; analyze; and apply vertex-edge graphs and adjacency matricesto model and make informed decisions related to paths; circuits; networks; and relationships in real-world settings.5. Financial Reasoning includes contextual applications that facilitate opportunities to learn the basics of spending and saving; credit and debt; employment andincome; investing; risk management and insurance; and financial decision making in order to obtain a combination of awareness; knowledge; skill; attitude andbehavior necessary to make sound financial decisions and ultimately achieve individual financial wellbeing. “Financial literacy; if taught outside of amathematics course; often doesn’t address the mathematical aspects of financial literacy. To succeed in life; students need both an understanding of financialissues and the math skills to make financially sound choices.” (Peters; S.; Bay-Williams; J.; & Martinie; S.; 2016)Students are expected to:• Budget with awareness of income and expenses.• Use investment strategies to plan for the future.• Use models to communicate various mathematical financial scenarios.• Understand the personal and societal effect of financial decisions.

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Approved

Approved competency code

• MTHA
• 4 years of Math

Approved date

Online / Virtual