These student expectations will not be listed under a separate reporting category. Instead, they will be incorporated into test questions across reporting categories since the application of mathematical process standards is part of each knowledge statement.
6.1 The student uses mathematical processes to acquire and demonstrate mathematical understanding.
A apply mathematics to problems arising in everyday life, society, and the workplace;
B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
B solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models.
6.8 The student applies mathematical process standards to use geometry to represent relationships and solve problems.
A extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle;
C write equations that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers; and
D determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers.
C summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution; and
D summarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution.
6.13 The student applies mathematical process standards to use numerical or graphical representations to solve problems.
A interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots; and
B distinguish between situations that yield data with and without variability.
6.14 The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor.
A compare the features and costs of a checking account and a debit card offered by different local financial institutions;
B distinguish between debit cards and credit cards;
C balance a check register that includes deposits, withdrawals, and transfers;
E describe the information in a credit report and how long it is retained;
F describe the value of credit reports to borrowers and to lenders;
G explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study; and
H compare the annual salary of several occupations requiring various levels of post-secondary education or vocational training and calculate the effects of the different annual salaries on lifetime income.