Mathematical Processes GLE  I can identify the operations needed to solve a real-world problem.  I can write an equation to solve a real-world multi-step problem.  I can execute the order of operations needed to solve a real-world problem.  I can recognize a reasonable answer to a real- world problem.

Mathematical Processes GLE SPI  Recognize the formulas for area and volume as nonlinear.  Identify the use of exponents as a determining factor of nonlinear equations.  I can interpret and create a graph from a given equation.  I can identify the graph as nonlinear or linear.  I can create an equation from a given graph.  I can model the given equation using algebraic aerobics to represent the graph of the equation.

Mathematical Processes GLE  I can relate the importance of Pythagoras to the development of mathematics.  I can use scientific notation to organize extremely large or extremely small pieces of data.  Use age-appropriate books, stories, and videos to convey ideas of mathematics.  I can relate stories and books to mathematical ideas and concepts.

Mathematical Processes GLE SPI SPI  I can create foldables to organize data relating to angles, their relationships, and their measurements.  I can recognize visual representations of angles as well as contextual.  I can compare and contrast angles and their measurements.  I can recognize relationships between two or more types of data.  I can plot the coordinates of two sets of data on the same plane to create a scatterplot.  I can approximate the best line of fit for a given scatterplot.  I can recognize that the best line of fit separates my data into equal parts.  I can identify the operations needed to solve a real-world problem.  I can write an equation to solve a real-world multi-step problem.  I can execute the order of operations needed to solve a real-world problem.  I can recognize a reasonable answer to a real-world problem

Number and Operations GLE SPI SPI  I can generate the answer for squaring numbers.  I can verbalize the meaning of squaring a number.  I can evaluate the square root of a number by either memorization of the first 12 perfect squares or by the use a calculator for larger perfect squares or imperfect squares.  I can draw a Venn diagram to display the real number system.  I can recognize the correct category or categories that describe my real number.  I can categorize real numbers into the correct subset.  I can recognize that real numbers may belong to more than one subset.  I can recognize that subsets overlap one another.

Number and Operations GLE SPI SPI  I can transform a number from standard form into scientific notation.  I can evaluate a number that is in exponential and scientific notation.  I can verbalize the importance of being able to represent the same number in various forms.  Add, subtract, multiply, and divide numbers expressed scientific notation.  I can perform basic addition, subtraction, multiplication and division of numbers expressed in scientific notation.

Number and Operations GLE  I can solve a real-world problem containing rational and irrational numbers.  I can understand and apply that real-world problems involve powers and roots.

Number and Operations GLE  I can simplify problems involving products of powers with the same base.  I can simplify problems involving division of powers with the same base.  I can simplify problems involving raising a power to a power.  I can verbalize and compare the difference in the laws of exponents.

Algebra GLE  I can identify the operations needed to solve a problem.  I can execute the order of operations needed to solve a real-world problem.

Algebra GLE SPI SPI  I can write and solve an equation or inequality for the given situation.  I can represent the solution of an equation or inequality on a number line.  I can graph the solution set of an inequality on a number line.  I can explain why the solution set is a region on the number line as compared to a point on the number line.  I can verbalize the inequality symbol and identify possible values of the solution set.  I can evaluate a linear inequality containing two variables.  I can demonstrate my understanding by following the correct procedure to solve inequalities.  I can execute the correct procedure when an inequality requires multiplication or division by a negative number.  I can verbalize the necessity of the sign reversal.  I can choose a variable to represent an unknown.  I can apply operations and variables to solve contextual problems.

Algebra GLE SPI  I can identify the slope and y-intercept of the line to generate the number of solutions to a system.  I can recognize that systems with the same slope and different y-intercept will have no solutions.  I can recognize that systems with the same slope and the same y-intercept will have infinitely many solutions.  I can recognize that systems with different slopes and different y-intercepts will only intersect one time and therefore have one solution.  I can use elimination, substitution, or graphing to solve my systems.

Algebra GLE SPI SPI  I can identify the x and y intercepts of a line graphed on the coordinate plane.  I can identify the x and y intercepts from an equation.  I can identify the x and y intercepts from a table.  I can recognize the slope of a line from an equation.  I can measure the slope of a line graphed on a coordinate grid.  I can evaluate x and y values from a table vertically to find the slope of a line.  I can use the slope formula to find the slope of the line.  I can evaluate a given function rule into a table of values.  I can recognize and identify the x values as input, domain, and independent variables.  I can recognize and identify the y values as output, range, and dependent variables.  I can identify the pattern in a table to represent a linear function.  I can identify the pattern in a table to represent a nonlinear function.  I can plot the points of a table.  I can self-check that the points on my line formed the linear or nonlinear function that was predicted.

Algebra GLE SPI  I can identify the slope and y-intercept of the line to generate the number of solutions to a system.  I can recognize that systems with the same slope and different y-intercept will have no solutions.  I can recognize that systems with the same slope and the same y-intercept will have infinitely many solutions.  I can recognize that systems with different slopes and different y-intercepts will only intersect one time and therefore have one solution. I can recognize the slope of a line from an equation.  I can measure the slope of a line graphed on a coordinate grid.  I can evaluate x and y values from a table vertically to find the slope of a line.  I can use the slope formula to find the slope of the line.  Analyze situations and solve problems involving constant rate of change.  I can recognize and apply the constant rate of change in a contextual problem.

Algebra GLE SPI  I can conclude that a graph is nonlinear by examining the graph on a coordinate plane.  I can evaluate a table of values and recognize the pattern that is an indicator of a nonlinear function.  I can recognize exponents as one of the indicators of quadratic functions.  I can use the coefficient of x to determine my slope.  I can identify that a constant rate of change is linear.  I can identify that a variable rate of change is nonlinear.  I can differentiate between constant and variable rates of change and how they apply to linear and nonlinear functions.

Geometry and Measurement. GLE SPI SPI  I can model the Pythagorean Theorem by using graph paper and drawing perfect squares from each leg of the triangle.  I can prove on graph paper that the sum of the legs squared equal the hypotenuse squared.  I can create a foldable designed to demonstrate the process used to find missing sides of a right triangle.  I can use the converse of the Pythagorean Theorem to prove that a triangle is right.

Geometry and Measurement. GLE SPI  I can create foldables to organize data relating to angles, their relationships, and their measurements.  I can recognize visual representations of angles as well as contextual.  I can compare and contrast angles and their measurements  I can find missing measurements of angles formed by two parallel lines cut by the transversal.

Geometry and Measurement. GLE  I can determine the appropriate measurement instrument needed to solve a given problem.  I can recognize the appropriate label for a given situation.  I can determine which level of precision of measurement is the best representation of a given situation.  Understand how the precision of measurement influences accuracy of quantities derived from these measurements.  I can understand and relate how relative the precision of measurement is to a given problem.

Geometry and Measurement. GLE SPI  I can convert a unit of measurement when given a formula. (e.g. Celsius to Fahrenheit)  I can convert between systems fluently. (e.g. inches to feet)  I can use dimensional analysis to convert measurements. (eg. Miles per hour to miles per minute)

Geometry and Measurement. GLE SPI  I can identify the cross-section that results from an intersection of a plane and a 3 dimensional figure.  I can identify the cross-section as being the base of the 3-dimensional figure when the slice is parallel to the base.  I can draw 2 and 3 dimensional figures.  I can visualize the different views of the 2 and 3 dimensional figures.  I can draw a net from the given 3-dimensional figure.  I can draw a 3-dimensional figure from a given net.

Data Analysis, Statistics, and Probability GLE events. SPI SPI  I can find the probability of a given simple event.  I can relate the probability of a given simple event in the form of a fraction, decimal, or percent.  I can find the probability of a compound event.  I can recognize that the word and means to multiply when probability is involved.  I can differentiate between dependent and independent events.  I can differentiate between experimental and theoretical probability.

Data Analysis, Statistics, and Probability GLE SPI  I can create various types of graphs from given data.  I can determine which type of graph gives the most favorable view of the data.  I can determine which type of graph gives the most accurate view of the data.  I can create box and whisker plots and scatterplots from sets of data.  I can interpret results from these graphs.  I can predict future results from studying the graph of present data.  I can make conjectures about the population that was polled for the data.  I can divide my data to estimate a best line of fit.  I can use this line to predict future results from this data.

Data Analysis, Statistics, and Probability GLE SPI  I can differentiate between dependent and independent events.  I can recognize when data has been gathered from a biased group.  I can create a data driven graph.  I can analyze a given graph.  I can report my findings for a given graph.  I can differentiate between appropriate graphs and displays and misleading graphs and displays.