The following skills should be the focus for this 1^{st} 4½ Weeks:
*In addition to the standards below, Power Standards skills should be taught and assessed throughout
the school year.
CLE 3103.1.1 Use mathematical language, symbols, definitions, proofs and counterexamples correctly
and precisely in mathematical reasoning.
CLE 3103.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including
testing cases, estimation, and then checking induced errors and the reasonableness of the solution.
CLE 3103.1.3 Develop inductive and deductive reasoning to independently make and evaluate
mathematical arguments and construct appropriate proofs; include various types of reasoning, logic,
and intuition.
CLE 3103.1.4 Move flexibly between multiple representations (contextual, physical, written, verbal,
iconic/pictorial, graphical, tabular, and symbolic), to solve problems, to model mathematical ideas, and
to communicate solution strategies.
CLE 3103.1.5 Recognize and use mathematical ideas and processes that arise in different settings,
with an emphasis on formulating a problem in mathematical terms, interpreting the solutions,
mathematical ideas, and communication of solution strategies.
CLE 3103.1.6 Employ reading and writing to recognize the major themes of mathematical processes,
the historical development of mathematics, and the connections between mathematics and the real
world.
CLE 3103.1.7 Use technologies appropriately to develop understanding of abstract mathematical
ideas, to facilitate problem solving, and to produce accurate and reliable models.
CLE 3103.2.3 Use appropriate technology (including graphing calculators and computer spreadsheets)
to solve problems, recognize patterns and collect and analyze data.
3103.2.2 Compute with all real and complex numbers.
3103.2.3 Use the number system, from real to complex, to solve equations and contextual problems.
3101.1.1 Move flexibly between multiple representations (contextual, physical, written, verbal,
iconic/pictorial, graphical, tabular, and symbolic) of nonlinear and transcendental functions to solve
problems, to model mathematical ideas, and to communicate solution strategies.
3101.1.2 Recognize and describe errors in data collection and analysis as well as identifying
representations of data as being accurate or misleading.
3101.1.4 Use mathematical language, symbols, definitions, proofs and counterexamples correctly
and precisely to effectively communicate reasoning in the process of solving problems via
mathematical modeling with both linear and nonlinear functions.
3103.2.2 Compute with all real and complex numbers.
3103.3.5 Describe the domain and range of functions and articulate restrictions imposed either by
the operations or by the contextual situations which the functions represent.
3103.3.7 Identify whether a function has an inverse, whether two functions are inverses of each
other, and/or explain why their graphs are reflections over the line y = x.
3103.3.10 Identify and/or graph a variety of functions and their transformations. (i.e. linear,
absolute value, step/greatest integer function)
3103.3.12 Interpret graphs that depict realworld phenomena.
3103.3.13 Solve contextual problems using quadratic, rational, radical and exponential equations,
finite geometric series or systems of equations.
3103.3.8 Solve systems of three linear equations in three variables.
3103.5.1 Compute, compare and explain summary statistics for distributions of data including
measures of center and spread.
3103.5.2 Compare data sets using graphs and summary statistics.
3103.5.3 Analyze patterns in a scatterplot and describe relationships in both linear and nonlinear
data.
3103.5.4 Apply the characteristics of the normal distribution.
3103.5.5 Determine differences between randomized experiments and observational studies.
3103.5.6 Find the regression curve that best fits both linear and nonlinear data (using technology
such as a graphing calculator) and use it to make predictions.
3103.5.7 Determine/recognize when the correlation coefficient measures goodness of fit
