Academic Standard

Mathematical Processes
Initiative: 
Tennessee Diploma Project
Set: 
Mathematics
Type: 
Standard
Code: 
1
Grade range: 
9 to 12
Conceptual StrandThe Mathematical Process Standards are embedded in the content standards to reap the learning benefits gained from attention to them. These standards exemplify best teaching practices in mathematical instruction and mirror the NCTM Process Standards as well as the Common Core Mathematical Practices.Guiding QuestionWhat is the role of the mathematical processes standards in formative instruction?
 
Elements within this Standard
 
Course Level Expectation
Use mathematical language, symbols, definitions, proofs and counterexamples correctly and precisely in mathematical reasoning.
Apply and adapt a variety of appropriate strategies to problem solving, including testing cases, estimation, and then checking induced errors and the
Develop inductive and deductive reasoning to independently make and evaluate mathematical arguments and construct appropriate proofs; include various types of
Move flexibly between multiple representations (contextual, physical, written, verbal, iconic/pictorial, graphical, tabular, and symbolic), to solve problems, to
Recognize and use mathematical ideas and processes that arise in different settings, with an emphasis on formulating a problem in mathematical terms,
Employ reading and writing to recognize the major themes of mathematical processes, the historical development of mathematics, and the connections between
Use technologies appropriately to develop understanding of abstract mathematical ideas, to facilitate problem solving, and to produce accurate and reliable models.
Check For Understanding
Create and analyze scatter-plots of non-linear and transcendental functions.
Compare and contrast sampling techniques and identify the best technique for a given situation.
Use calculators to identify regression equations for nonlinear data.
Identify the weaknesses of calculators and other technologies in representing non-linear data, such as graphs approaching vertical asymptotes, and use
Determine the accuracy and reliability of a mathematical model.
Use graphical representations to perform operations on complex numbers.
Use the unit circle to determine the exact value of trigonometric functions for commonly used angles (0, 30, 45, 60).
Understand and describe the inverse relationship between exponential and logarithmic functions.
Translate the syntax of technology to appropriate mathematical notation for non-linear and transcendental functions.
Find and describe geometrically the absolute value of a complex number.
Interpret the results of mathematical modeling in various contexts to answer questions.
Draw conclusions based on number concepts, algebraic properties, and/or relationships between expressions and numbers over complex numbers.
State Performance Indicator
Move flexibly between multiple representations (contextual, physical, written, verbal, iconic/pictorial, graphical, tabular, and symbolic) of non-linear and
Recognize and describe errors in data collection and analysis as well as identifying representations of data as being accurate or misleading.
Use technology tools to identify and describe patterns in data using non-linear and transcendental functions that approximate data as well as using those
Use mathematical language, symbols, definitions, proofs and counterexamples correctly and precisely to effectively communicate reasoning in the process of