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Morgan County School District |
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Morgan County Curriculum 4.1 High School |
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Mathematics - ACT (Embedded) |
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Objective 1
The learner will be able to
identify and use properties of real numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 100 week tested: 36. |
Classroom
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Objective 2
The learner will be able to
model and solve simple linear equations using concrete, informal and formal strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Linear Equations |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 138 week tested: 36. |
Classroom
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Objective 3
The learner will be able to
solve for the value of a variable given in an inequality and as shown on a graph by manipulating the inequality correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inequalities |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 153 week tested: 36. |
Classroom
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Objective 4
The learner will be able to
know the definition of square and cube roots, and how to determine and/or estimate them.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Radicals |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 106 week tested: 36. |
Classroom
|
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Objective 5
The learner will be able to
correctly manipulate fractional exponents, understanding their relationship to radicals raised to integral exponents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 105 week tested: 36. |
Classroom
|
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Objective 6
The learner will be able to
determine and discuss what effect operations have on numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 103 week tested: 36. |
Classroom
|
|
Objective 7
The learner will be able to
understand how to substitute values for, find slope values using, and where, when, and why to apply the slope formula.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Formulas |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 195 week tested: 36. |
Classroom
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Objective 8
The learner will be able to
understand how to substitute values for, solve equations using, and where, when, and why to apply the distance formula.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Formulas |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 197 week tested: 36. |
Classroom
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Objective 9
The learner will be able to
understand how to substitute values for, what the standard form is, and where, when, and how to use the slope-intercept form for the equation of a line.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Formulas |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 194 week tested: 36. |
Classroom
|
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Objective 10
The learner will be able to
understand how to substitute values for, solve equations using, and where, when, and why to apply the midpoint formula.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Formulas |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 196 week tested: 36. |
Classroom
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Objective 11
The learner will be able to
calculate solutions to systems of linear equations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Linear Systems of Equations |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 151 week tested: 36. |
Classroom
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Objective 12
The learner will be able to
determine the correct order of operations when addition, subtraction, multiplication, division, and parentheses are included.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Order of Operations |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 114 week tested: 36. |
Classroom
|
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Objective 13
The learner will be able to
determine the correct order of operations for an exponential equation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Order of Operations |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 114 week tested: 36. |
Classroom
|
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Objective 14
The learner will be able to
apply the following properties: commutative, associative, distributive, identity, and reciprocal.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 115 week tested: 36. |
Classroom
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Objective 15
The learner will be able to
graph the solution set of a given one variable inequality.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inequalities |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 188 week tested: 36. |
Classroom
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Objective 16
The learner will be able to
understand the definition of absolute value of a number as the distance that number is from the origin.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Absolute Value |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 102 week tested: 36. |
Classroom
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Objective 17
The learner will be able to
evaluate an algebraic expression by substituting a given value for a variable.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expressions |
Application |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 141 week tested: 36. |
Classroom
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Objective 18
The learner will be able to
demonstrate an understanding of the value of a number represented in exponential form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 104 week tested: 36. |
Classroom
|
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Objective 19
The learner will be able to
multiply two whole numbers with different exponents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 104 week tested: 36. |
Classroom
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Objective 20
The learner will be able to
correctly distribute an exterior exponent through an expression contained in parenthesis.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 105 week tested: 36. |
Classroom
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Objective 21
The learner will be able to
correctly manipulate numbers with negative exponents, understanding their reciprocal nature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 105 week tested: 36. |
Classroom
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Objective 22
The learner will be able to
divide exponential numbers that have the same base and integer exponents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 104 week tested: 36. |
Classroom
|
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Objective 23
The learner will be able to
use the rules of exponents that allow for the raising of a power to a power.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 105 week tested: 36. |
Classroom
|
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Objective 24
The learner will be able to
identify operation rules regarding the sum and product of odd and/or even numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 102 week tested: 36. |
Classroom
|
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Objective 25
The learner will be able to
understand the basic concept of a variable as representing an unknown quantity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Variable |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 102 week tested: 36. |
Classroom
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Objective 26
The learner will be able to
factor a given algebraic expression.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factoring |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 145 week tested: 36. |
Classroom
|
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Objective 27
The learner will be able to
factor the difference between two squares.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factoring |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 150 week tested: 36. |
Classroom
|
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Objective 28
The learner will be able to
factor a quadratic trinomial.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factoring |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 148 week tested: 36. |
Classroom
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Objective 29
The learner will be able to
factor trinomials, perfect square trinomials, or the difference between two squares.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factoring |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 151 week tested: 36. |
Classroom
|
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|
Calculus and Pre-Calculus
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Objective 30
The learner will be able to
use a given equation of an ellipse in standard form to find the center, foci, and vertices, and then graph the ellipse.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Conic Sections |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 198 week tested: 36. |
Classroom
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Objective 31
The learner will be able to
use a given equation of a parabola to find the vector, focus, and direction and then graph the parabola.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Conic Sections |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 198 week tested: 36. |
Classroom
|
|
Objective 32
The learner will be able to
convert decimals to fractions and fractions to decimals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Decimals |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 123 week tested: 36. |
Classroom
|
|
Objective 33
The learner will be able to
become proficient in the addition and subtraction of decimal numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Add/Subtract Decimals |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 123 week tested: 36. |
Classroom
|
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Objective 34
The learner will be able to
multiply 2 decimal numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiply Decimals |
Application |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 123 week tested: 36. |
Classroom
|
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Objective 35
The learner will be able to
divide 2 decimal numbers out to a remainder of zero.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Divide Decimals |
Application |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 124 week tested: 36. |
Classroom
|
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Objective 36
The learner will be able to
add or subtract fractions and mixed fractions, including finding a lowest common denominator and reducing the answer to its lowest terms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Add/Subtract Fractions |
Application |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 119 week tested: 36. |
Classroom
|
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Objective 37
The learner will be able to
multiply fractions and/or reduce the answers to lowest terms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiply Fractions |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 119 week tested: 36. |
Classroom
|
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Objective 38
The learner will be able to
divide two fractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Divide Fractions |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 120 week tested: 36. |
Classroom
|
|
Objective 39
The learner will be able to
reduce a given fraction to its lowest terms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fractions |
Application |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 116 week tested: 36. |
Classroom
|
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Objective 40
The learner will be able to
convert improper fractions to mixed fractions and vice versa.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fractions |
Synthesis |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 120 week tested: 36. |
Classroom
|
|
Objective 41
The learner will be able to
compare fractions with the same or different denominators.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare Fractions |
Analysis |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 116 week tested: 36. |
Classroom
|
|
Objective 42
The learner will be able to
apply both the definition and properties of parallelograms to solve problems and write proofs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Two-Dimensional Shapes |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 177 week tested: 36. |
Classroom
|
|
Objective 43
The learner will be able to
recognize the radius and diameter of a circle and measure them.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circles |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 178 week tested: 36. |
Classroom
|
|
Objective 44
The learner will be able to
identify, understand, and apply the following circle terms in both mathematical and geometric contexts: chord, sectors, secant, and tangent.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circles |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 178 week tested: 36. |
Classroom
|
|
Objective 45
The learner will be able to
identify, understand, and apply the following circle terms in both mathematical and geometric contexts: center, diameter, radius, and semicircle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circles |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 178 week tested: 36. |
Classroom
|
|
Objective 46
The learner will be able to
determine properties of circles and their related parts such as arcs, chords, secants, tangents, and other angles, by inductively and deductively formulating and applying logical arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circles |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 178 week tested: 36. |
Classroom
|
|
Objective 47
The learner will be able to
classify quadrilaterals and solve problems by applying properties of quadrilateral shapes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Quadrilaterals |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 176 week tested: 36. |
Classroom
|
|
Objective 48
The learner will be able to
identify the properties of a square.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Two-Dimensional Shapes |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 177 week tested: 36. |
Classroom
|
|
Objective 49
The learner will be able to
identify the properties of a rectangle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Two-Dimensional Shapes |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 176 week tested: 36. |
Classroom
|
|
Objective 50
The learner will be able to
identify a line segment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lines |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 162 week tested: 36. |
Classroom
|
|
Objective 51
The learner will be able to
identify and define angles which are supplementary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Angles |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 163 week tested: 36. |
Classroom
|
|
Objective 52
The learner will be able to
identify and define vertical angles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Angles |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 163 week tested: 36. |
Classroom
|
|
Objective 53
The learner will be able to
identify an isosceles triangle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Triangles |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 166 week tested: 36. |
Classroom
|
|
Objective 54
The learner will be able to
identify properties of a triangle which make it equilateral.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Triangles |
Knowledge |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 166 week tested: 36. |
Classroom
|
|
Objective 55
The learner will be able to
solve real world problems by applying the relationships found within 30-60-90 and 45-45-90 triangles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Triangles |
Application |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 169, p. 170 week tested: 36. |
Classroom
|
|
Objective 56
The learner will be able to
analyze the properties of triangles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Triangles |
Analysis |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 166 week tested: 36. |
Classroom
|
|
Objective 57
The learner will be able to
use indirect measurement with similar triangles to make judgments about similar figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Triangles |
Evaluation |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 172 week tested: 36. |
Classroom
|
|
Objective 58
The learner will be able to
calculate arc length.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circles |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 178 week tested: 36. |
Classroom
|
|
Objective 59
The learner will be able to
identify the correct definition and equation of a circle of a specific radius.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circles |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 198 week tested: 36. |
Classroom
|
|
Objective 60
The learner will be able to
identify the Pythagorean Theorem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pythagorean Theorem |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 167 week tested: 36. |
Classroom
|
|
Objective 61
The learner will be able to
identify Pythagorean triples, such as 3-4-5 and 5-12-13, in right triangles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pythagorean Theorem |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 167 week tested: 36. |
Classroom
|
|
Objective 62
The learner will be able to
use the Pythagorean Theorem to determine an unknown side length of a right triangle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pythagorean Theorem |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 197 week tested: 36. |
Classroom
|
|
Objective 63
The learner will be able to
describe how the side lengths of similar triangles are related.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Similarity |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 172 week tested: 36. |
Classroom
|
|
Objective 64
The learner will be able to
identify parallel lines.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lines: Parallel/Perpendicular |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 164 week tested: 36. |
Classroom
|
|
Objective 65
The learner will be able to
identify perpendicular lines.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lines: Parallel/Perpendicular |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 164 week tested: 36. |
Classroom
|
|
Objective 66
The learner will be able to
identify right triangles and their properties.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Right Triangles |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 167 week tested: 36. |
Classroom
|
|
Objective 67
The learner will be able to
identify what constitutes the set of integers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Integers |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 101 week tested: 36. |
Classroom
|
|
Objective 68
The learner will be able to
use the appropriate formula to calculate the area of a trapezoid.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Area |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 177 week tested: 36. |
Classroom
|
|
Objective 69
The learner will be able to
calculate the circumference of a circle using the correct formula.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circumference |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 178 week tested: 36. |
Classroom
|
|
Objective 70
The learner will be able to
use the appropriate formula to calculate the area of a circle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Area of a Circle |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 178 week tested: 36. |
Classroom
|
|
Objective 71
The learner will be able to
calculate the area of a triangle using the correct formula.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Area of a Triangle |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 172 week tested: 36. |
Classroom
|
|
Objective 72
The learner will be able to
recognize all the digits in the base-ten number system, and understand the concept of place value for these digits in any number.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Place Value |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 102 week tested: 36. |
Classroom
|
|
Objective 73
The learner will be able to
identify and describe ways to determine odd or even numbers and construct models for these numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Odd/Even |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 101 week tested: 36. |
Classroom
|
|
Objective 74
The learner will be able to
identify and calculate numbers expressed in scientific notation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scientific Notation |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 124 week tested: 36. |
Classroom
|
|
Objective 75
The learner will be able to
apply an understanding of ratios and ratio comparisons to solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ratio/Proportion |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 125 week tested: 36. |
Classroom
|
|
Objective 76
The learner will be able to
identify prime and composite numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prime/Composite Numbers |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 102 week tested: 36. |
Classroom
|
|
Objective 77
The learner will be able to
demonstrate an understanding of multiples.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiples |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 104 week tested: 36. |
Classroom
|
|
Objective 78
The learner will be able to
demonstrate an understanding of factors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factors |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 104 week tested: 36. |
Classroom
|
|
Objective 79
The learner will be able to
apply the rules of divisibility.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Divisibility |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 103 week tested: 36. |
Classroom
|
|
Objective 80
The learner will be able to
identify the value of any number written to the power of zero.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponential Notation |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 105 week tested: 36. |
Classroom
|
|
Objective 81
The learner will be able to
understand the meaning of the equal to (=), greater than (>), and less than (<) symbols.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comparison |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 104 week tested: 36. |
Classroom
|
|
Objective 82
The learner will be able to
apply percent concepts in problem solving situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 127 week tested: 36. |
Classroom
|
|
Objective 83
The learner will be able to
determine within the context of a real world problem the average of a set of given numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Average/Median/Mode/Range |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 129 week tested: 36. |
Classroom
|
|
Objective 84
The learner will be able to
solve problems that involve the calculation of a weighted average.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Average/Median/Mode/Range |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 130 week tested: 36. |
Classroom
|
|
Objective 85
The learner will be able to
demonstrate an understanding that a problem can be solved by beginning with the final conditions and working backwards to determine the initial conditions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Strategies |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 139 week tested: 36. |
Classroom
|
|
Objective 86
The learner will be able to
obtain problem solutions that are actually algebraic expressions constructed from information in the problem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 141 week tested: 36. |
Classroom
|
|
|
Rational and Irrational Numbers
|
|
|
Objective 87
The learner will be able to
identify rational and irrational numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Irrational Numbers |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 100 week tested: 36. |
Classroom
|
|
|
Real Numbers and the Coordinate Plane
|
|
|
Objective 88
The learner will be able to
explain the relationship between coordinate points, written in (4, 5) form, and where coordinate points lie on the coordinate plane.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Coordinate Geometry |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 190 week tested: 36. |
Classroom
|
|
Objective 89
The learner will be able to
understand the properties of positive and negative numbers, know their relative positions on a number line, and correctly perform all four operations involving positive and negative numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real Numbers |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 101 week tested: 36. |
Classroom
|
|
Objective 90
The learner will be able to
develop an intuitive sense of all real numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real Numbers |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 100 week tested: 36. |
Classroom
|
|
Objective 91
The learner will be able to
draw the graph of a line on a coordinate plane using only its slope and y-intercept.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 194 week tested: 36. |
Classroom
|
|
Objective 92
The learner will be able to
define the trigonometric terms sine, cosine, tangent, secant, cosecant, and cotangent.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Trigonometric Ratios |
Knowledge |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 204, p. 205 week tested: 36. |
Classroom
|
|
Objective 93
The learner will be able to
derive the Pythagorean trigonometric identities (sine squared of an angle + cosine squared of that angle = 1, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Trigonometric Identities |
Synthesis |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 205 week tested: 36. |
Classroom
|
|
|
