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Pre-requisite

Course description

Course Description: The fundamental purpose of this course is to formalize and extend the mathematics that students learned in their high school mathematics courses to use for "real-world math." This includes building confidence and skills in the use of mathematical (arithmetic; algebraic; geometric and/or statistical) methods in the analysis of problems which arise in everyday life. As well as; interpreting and critically evaluating the claims of others based on these notions. The Mathematical Practice Standards apply throughout each unit and following course and; together with the content standards; prescribe that students experience mathematics as a coherent; useful; and logical subject that makes use of their ability to make sense of problem situations.

Course Objectives: This course is designed using the Arizona Mathematics Standards adopted in 2018. By completion of this course; each student will:†develop a deep quantitative reasoning base;†learn effective problem solving skills.†develop self-directed learning skills;†utilize effective collaboration skills

As recommended by the Arizona Department of Education; Quantitative Reasoning (QR) is a habit of mind and a QR course focused on developing this habit of mind may look different from previous math courses. While previous mathematics courses may have mostly focused on specific mathematical and/or statistical methods and procedures; this course should focus on understanding and communication. This approach is based on the understanding that there are real-world quantities that productive citizens need to resolve and address. The vision of this course is to develop and practice the Quantitative Reasoning Habits of Mind:Interpretation - Ability to explain information presented in mathematical form (e.g.; equations; graphs; diagrams; tables; words).The student provides accurate explanations of information presented in mathematical forms and makes appropriate inferences based on that information. For†example; accurately explains the trend data shown in a graph and makes reasonable predictions regarding what the data suggest about future events.

Representation - Ability to convert relevant information into various mathematical forms (e.g.; equations; graphs; diagrams; tables; words).The student skillfully converts relevant information into an insightful mathematical portrayal in a way that contributes to a further or deeper understanding.

Calculation - Ability to perform arithmetic and mathematical calculations.Calculations attempted by the student are essentially all successful and sufficiently comprehensive to solve the problem. Calculations are also presented†elegantly (clearly; concisely; etc.).

Analysis/Synthesis - Ability to make judgements and draw appropriate conclusions based on the quantitative analysis of data; while recognizing the limits of this†analysis.The student uses the quantitative analysis of data as the basis for deep and thoughtful judgments; drawing insightful; carefully qualified conclusions from this†work.

Assumptions - Ability to make and evaluate important assumptions in estimation; modeling; and data analysis.The student explicitly describes assumptions and provides compelling rationale for why each assumption is appropriate. The student shows awareness that†confidence in final conclusions is limited by the accuracy of the assumptions.

Communication - Expressing quantitative evidence in support of the argument or purpose of the work (in terms of what evidence is used and how it is†formatted; presented; and contextualized).The student?s use of quantitative; logical and statistical information enhances the argument or purpose of the work. The student presents the quantitative†evidence in an effective format.

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Requested competency code

Date submitted

Approved

Approved competency code

• MTHA
• 4 years of Math

Approved date

Online / Virtual