ALGEBRA 2

EALR 1: The student understands and applies the concepts and procedures of mathematics. Select and Justify equations and equations to model and solve problem Solve problems that can be represented by systems of equations and inequalities. Determine if a bivariate data set can be better modeled with an exponential or a quadratic function and use the model to make predictions.

EALR 2: The student uses mathematics to define and solve problems. Select and Justify equations and equations to model and solve problems Solve problems that can be represented by systems of equations and inequalities. Determine if a bivariate data set can be better modeled with an exponential or a quadratic function and use the model to make predictions.

EALR 3: The student uses mathematical reasoning. Select and Justify equations and equations to model and solve problems Solve problems that can be represented by systems of equations and inequalities. Determine if a bivariate data set can be better modeled with an exponential or a quadratic function and use the model to make predictions.

EALR 4: The student communicates knowledge and understanding in both everyday and mathematical language. Select and Justify equations and equations to model and solve problem Solve problems that can be represented by systems of equations and inequalities. Determine if a bivariate data set can be better modeled with an exponential or a quadratic function and use the model to make predictions.

EALR 5: The student understands how mathematical ideas connect within mathematics, to other subjects. Determine if a bivariate data set can be better modeled with an exponential or a quadratic function and use the model to make predictions.

GEOMETRY

EALR 1: The student understands and applies the concepts and procedures of mathematics. Explain and perform basic compass and straightedge constructions related to parallel and perpendicular lines Know, explain and apply basic postulates and theorems about triangles and the special lines, line segments, and rays associated with a triangle. Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to solve specific problems.

EALR 2: The student uses mathematics to define and solve problems. Know, prove, and apply theorems about angles, including angles that arise from parallel lines intersected by a transversal. Solve problems involving the basic trigonometric ratios of sine, cosine, and tangent. Apply formulas for surface area and volume of three-dimensional figures to solve problems.

EALR 3: The student uses mathematical reasoning. Use deductive reasoning to prove that a valid geometric statement is true. Use inductive reasoning to make conjectures, to test the plausibility of a geometric statement, and to help find a counterexample. Predict and verify the effect that changing one, two, or three linear dimensions has on perimeter, area, volume, or surface area of two- and three-dimensional figures.

EALR 4: The student communicates knowledge and understanding in both everyday and mathematical language. Distinguish between definitions and undefined geometric terms and explain the role of definitions, undefined terms, postulates (axioms), and theorems. Summarize mathematical ideas with precision and efficiency for a given audience and purpose. Analyze a problem situation and represent it mathematically.

EALR 5: The student understands how mathematical ideas connect within mathematics, to other subjects. Describe the intersections of lines in the plane and in space, of lines and planes, and of planes in space. Know, prove, and apply the Pythagorean Theorem and its converse. Analyze distance and angle measures on a sphere and apply these measurements to the geometry of the earth.

How the GLEs seem to connect to the EALRs: There weren’t any GLEs that I came across that didn’t fall under at least one of the EALRs listed for mathematics. Most GLEs use the same key words in most of the EALRs, such as for EALR 2 the GLEs all used the word “solve” which made it very clear they fell under that category. All of the GLEs are getting at the students knowing, understanding, and performing mathematics in a clear manner which are directly related to the goal of the EALRs. It’s obvious that the GLEs were created with the EALRs in mind and they all connect in some way. NCTM Curriculum: The goals at the National level are almost exactly the same to those at the state level; in fact some seem to be word-for-word the same. This is good because then students all across the country are learning the same type of things so if they switch schools then they won’t be too far behind or ahead. Core Curriculum: The Core Curriculum standards are sorted in an easier way to read, in my opinion, because it’s not as wordy as the national and state standards. Although it may have less long-winded sentences it still seems to have the same goals at the national and state levels. I like that it leaves room for more interpretation for the teacher and/or the reader.