• **CCGPS Mathematics Grades 9-12 **

• **CCGPS Mathematics High School Course Descriptions Guide **

• **CCGPS Mathematics Glossary **

*Coordinate Algebra 9th grade teachers working on unit revisions at GaDOE (June 2013)*

### 2013-2014 CCGPS Mathematics Unit Frameworks

Teacher and Student Editions of the 2013-2014 CCGPS Mathematics Unit Frameworks were posted on July 1, 2013, to GeorgiaStandards.Org and Learning Village. These unit frameworks reflect the thoughtful collaboration and dedication of mathematics teachers, coaches, and supervisors from across the state of Georgia. Please refer to the release date of July 1, 2013, on the footer of the documents to insure you have accessed the most recent version.

### 9-12 CCGPS Mathematics Overview

In high school (grades 9-12) the standards are organized by conceptual categories, the overarching ideas that describe strands of content in high school, domains/clusters, which are groups of standards that describe coherent aspects of the content category, and standards, which define what students should know and be able to do at each grade level. These standards include skills and knowledge – what students need to know and be able to do, as well as mathematical practices – habits of mind that students should develop to foster mathematical understanding and expertise.

The high school standards are organized around five conceptual categories: number and quantity, algebra, functions, geometry, and statistics and probability.

The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.

The high school standards set a rigorous definition of college and career readiness, not by piling topic upon topic, but by demanding that students develop a depth of understanding and an ability to apply mathematics to novel situations, as college students and employees regularly do. Standards indicated with a (+) are beyond the college and career readiness level but are necessary to take advanced mathematics courses such as calculus, advanced statistics, or discrete mathematics.

The high school standards emphasize mathematical modeling—the use of mathematics and statistics to analyze empirical situations, understand them more fully, and make better decisions. For example, the standards state: “Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social, and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.”