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California Career Technical Education Model Curriculum Standards

Table of ContentsInformation and Communication Technologies

Overview ............................................................................................................................................ iii

California Standards for Career Ready Practice ........................................................................... vi

Sector Description .............................................................................................................................1

Knowledge and Performance Anchor Standards ............................................................................2

1.0 Academics ..........................................................................................................................................2

2.0 Communications ...............................................................................................................................2

3.0 Career Planning and Management ..............................................................................................2

4.0 Technology .........................................................................................................................................3

5.0 Problem Solving and Critical Thinking .......................................................................................3

6.0 Health and Safety ............................................................................................................................4

7.0 Responsibility and Flexibility ........................................................................................................4

8.0 Ethics and Legal Responsibilities .................................................................................................5

9.0 Leadership and Teamwork ..............................................................................................................5

10.0 Technical Knowledge and Skills ....................................................................................................6

11.0 Demonstration and Application ...................................................................................................7

Pathway Standards ............................................................................................................................8

A. Information Support and Services Pathway ................................................................................8

B. Networking Pathway ........................................................................................................................11

C. Software and Systems Development Pathway ..........................................................................14

D. Games and Simulation Pathway ....................................................................................................18

Academic Alignment Matrix ..........................................................................................................21

Contributors .....................................................................................................................................35

References ........................................................................................................................................36

ICT | California Career Technical Education Model Curriculum Standardsii

Overview

The Career Technical Education (CTE) Model Curriculum Standards publication is organized for use as a complete document or for access to individual industry sectors and pathways. The document includes Standards for Career Ready Practice—which describe the knowledge and skills that students need prior to entering a career technical education program—as part of the career technical educa-tion sequence or as integrated elements of other course work in preparation for careers and college.

Each of the 15 industry sector sections includes a description, anchor standards, pathway standards, and an academic alignment matrix. The standards can be adjusted to be part of the curriculum (grades seven through twelve), provided through adult education, or included in community col-lege programs. The document also lists the representatives who participated in each sector’s content development and the references that were consulted to revise the CTE standards.

Standards for Career Ready PracticeCalifornia’s Standards for Career Ready Practice, which follow this overview, are based on the Career Ready Practices of the Common Career Technical Core (CCTC), a state-led initiative sponsored by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc):

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students. These practices are not exclusive to a Career Pathway, program of study, discipline or level of education. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. (NASDCTEc 2012, 2)

California’s 12 Standards for Career Ready Practice align with the state’s CTE anchor standards and reflect the expectations from business and industry, labor and community organizations, and second-ary and postsecondary education representatives from 42 participating states.

Anchor StandardsThe 11 anchor standards build on the Standards for Career Ready Practice and are common across the 15 industry sectors. Content for these standards was drawn from several documents: “Preparing Students for the 21st Century Economy” (American Association of Colleges for Teacher Education and the Partnership for 21st Century Skills 2010); How Should Colleges Prepare Students to Succeed in Today’s Global Economy? (Association of American Colleges and Universities and Peter D. Hart Research Associates, Inc. 2006); “Importance of Skills and Knowledge for College and Career Readiness,” from The MetLife Survey of the American Teacher: Preparing Students for College and Careers (MetLife, Inc. 2011); and Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board et al. 2006).

Each anchor standard is followed by performance indicators using action verbs from the Beyond Knowledge Construct, presented in a hierarchical progression of simple tasks to more complex tasks. Performance indicators provide guidance for curriculum design and standards measurement.

|Information and Communication Technologies ICT iii

ICT | California Career Technical Education Model Curriculum Standards

The industry-sector anchor standards have been customized with selected additions to better reflect the needs and special conditions of each industry sector.

Anchor Standard 1 (Academics) guides users to sector-specific core academic standards related to each industry sector, which are listed in the alignment matrix at the end of each sector section. Anchor standards 2–10 are deliberately aligned with one of the Common Core English language arts standards, using similar language demonstrating the natural connections between the two subjects. Anchor Standard 11 (Demonstration and Application) highlights classroom, laboratory, and workplace learning specific to the individual sector and pathways.

Pathway StandardsAll 15 industry sectors contain multiple pathways. In order to be identified and listed for an industry sector, each pathway had to meet the following criteria:

• unique to an industry sector

• has an occupational focus

• consistent in size and scope

• composed of similar functions

• inclusive of all aspects of the industry

• includes 8–12 pathway-specific standards

• demonstrates sequence potential

• reasonable and appropriate for high school

• leads to high-skill, high-wage, or high-demand jobs

• sustainable and viable over the next 10 years

Academic Alignment MatrixEach sector includes an academic alignment matrix that displays where a natural, obvious alignment occurs. Compiled by five teams of academic content experts in collaboration with industry-sector consultants, teachers, and other advisers, the alignment was selected if it was determined that the pathway standard would enhance, reinforce, or provide an application for a specific academic subject standard.

The alignment matrices include the subjects of Common Core English language arts and mathemat-ics standards, history/social studies standards, and Next Generation Science Core Ideas. To assist with further review and implementation, each academic alignment is notated with specific pathway standards codes.

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Information and Communication Technologies | ICT

ImplementationThe Standards for Career Ready Practice can be integrated with a course or incorporated into several courses over multiple school years (grades seven through twelve). The practices are expectations for all students, whether they are enrolled in a CTE program or following a more generalized course sequence. It is expected that all students who exit high school will be proficient in these practices.

The anchor standards are the basis for each of the pathways within each sector. These standards are designed to assist with the development of course curricula and instructional lesson plans; they describe what is to be taught and measured. In most cases, the teacher determines the sequence and strategies to be used to meet the needs of the student population he or she is serving.

The performance indicators that follow each standard offer guidance for both course design and student assessment. They are intended to guide course work as it is developed. The pathways organize the standards with a career focus, but they are not designed to be offered as single courses. Rather, the standards from each pathway are collected and organized into a sequence of learning. To meet local demands of business and industry and particular student populations, standards can be collected from more than one sector to create a course.

Using the academic alignment matrices as a resource, academic and CTE teachers can see where enhancements and support for both sets of standards can be initiated. CTE teachers can quickly iden-tify academic standards that have a substantial relationship to their instruction. Likewise, academic teachers can specify individual academic standards and quickly identify related CTE standards, which will assist them in incorporating application and technology in their curricula and lessons.

The CTE Model Curriculum Standards are intended to serve the entire education community—from middle schools and high schools to postsecondary colleges and career training programs. A major aim of these standards is to prepare students for postsecondary education and training and to help them make a smooth transition into the workforce. In order for both the people and the economy of Cali-fornia to prosper, it is essential for all students to emerge from schools ready to pursue their career and college goals. Equipping all high school students with the knowledge and skills necessary to plan and manage their education and careers throughout their lives will help to guarantee these important outcomes. Strong CTE programs will continue to provide important educational opportunities to assist students as they pursue their dreams and strive for economic prosperity. The CTE Model Curriculum Standards are a resource for educators and the business world for ensuring high-quality CTE learning experiences and improved student outcomes in the twenty-first-century economy.

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California Standards for Career Ready Practice

Standards for Career Ready Practice describe the fundamental knowledge and skills that a career-ready student needs in order to prepare for transition to postsecondary education, career training, or the workforce. These standards are not exclusive to a career pathway, a CTE program of study, a par-ticular discipline, or level of education. Standards for Career Ready Practice are taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. Standards for Career Ready Practice are a valuable resource to CTE and academic teachers designing curricula and lessons in order to teach and reinforce the career-ready aims of the CTE Model Curriculum Standards and the Common Core State Standards.

1. Apply appropriate technical skills and academic knowledge.Career-ready individuals readily access and use the knowledge and skills acquired through experience and education. They make connections between abstract concepts with real-world applications and recognize the value of academic preparation for solving problems, communicating with others, calcu-lating measures, and other work-related practices.

2. Communicate clearly, effectively, and with reason.Career-ready individuals communicate thoughts, ideas, and action plans with clarity, using written, verbal, electronic, and/or visual methods. They are skilled at interacting with others, are active listen-ers who speak clearly and with purpose, and are comfortable with the terminology common to the workplace environment. Career-ready individuals consider the audience for their communication and prepare accordingly to ensure the desired outcome.

3. Develop an education and career plan aligned with personal goals.Career-ready individuals take personal ownership of their own educational and career goals and man-age their individual plan to attain these goals. They recognize the value of each step in the educa-tional and experiential process and understand that nearly all career paths require ongoing education and experience to adapt to practices, procedures, and expectations of an ever-changing work envi-ronment. They seek counselors, mentors, and other experts to assist in the planning and execution of education and career plans.

4. Apply technology to enhance productivity.Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquir-ing and using new technology. They understand the inherent risks—personal and organizational—of technology applications, and they take actions to prevent or mitigate these risks.

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5. Utilize critical thinking to make sense of problems and persevere in solving them.Career-ready individuals recognize problems in the workplace, understand the nature of the problems, and devise effective plans to solve the problems. They thoughtfully investigate the root cause of a problem prior to introducing solutions. They carefully consider options to solve the problem and, once agreed upon, follow through to ensure the problem is resolved.

6. Practice personal health and understand financial literacy.Career-ready individuals understand the relationship between personal health and workplace perfor-mance. They contribute to their personal well-being through a healthy diet, regular exercise, and men-tal health activities. Career-ready individuals also understand that financial literacy leads to a secure future that enables career success.

7. Act as a responsible citizen in the workplace and the community.Career-ready individuals understand the obligations and responsibilities of being a member of a com-munity and demonstrate this understanding every day through their interactions with others. They are aware of the impacts of their decisions on others and the environment around them and think about the short-term and long-term consequences of their actions. They are reliable and consistent in going beyond minimum expectations and in participating in activities that serve the greater good.

8. Model integrity, ethical leadership, and effective management.Career-ready individuals consistently act in ways that align with personal and community-held ideals and principles. They employ ethical behaviors and actions that positively influence others. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the direction and actions of a team or organization, and they recognize the short-term and long-term effects that management’s actions and attitudes can have on produc-tivity, morale, and organizational culture.

9. Work productively in teams while integrating cultural and global competence.Career-ready individuals positively contribute to every team as both team leaders and team members. They apply an awareness of cultural differences to avoid barriers to productive and positive interac-tion. They interact effectively and sensitively with all members of the team and find ways to increase the engagement and contribution of other members.

10. Demonstrate creativity and innovation.Career-ready individuals recommend ideas that solve problems in new and different ways and con-tribute to the improvement of the organization. They consider unconventional ideas and suggestions by others as solutions to issues, tasks, or problems. They discern which ideas and suggestions may have the greatest value. They seek new methods, practices, and ideas from a variety of sources and apply those ideas to their own workplace practices.

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11. Employ valid and reliable research strategies.Career-ready individuals employ research practices to plan and carry out investigations, create solu-tions, and keep abreast of the most current findings related to workplace environments and practices. They use a reliable research process to search for new information and confirm the validity of sources when considering the use and adoption of external information or practices.

12. Understand the environmental, social, and economic impacts of decisions.Career-ready individuals understand the interrelated nature of their actions and regularly make deci-sions that positively impact other people, organizations, the workplace, and the environment. They are aware of and utilize new technologies, understandings, procedures, and materials and adhere to regulations affecting the nature of their work. They are cognizant of impacts on the social condition, environment, workplace, and profitability of the organization.

Note: As stated previously, California’s Standards for Career Ready Practice are based on the CCTC Career Ready Practices posted at https://careertech.org/ (accessed June 8, 2016).

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https://careertech.org/


Information and Communication Technologies

Sector DescriptionInformation and Communication Technologies (ICT) have expanded the need

for employees who can understand, manage, and support all rapidly emerging,

evolving, and converging computer, software, networking, telecommunications,

Internet, programming, and information systems. Essential skills for careers in

the ICT sector include understanding systems that support the management and

flow of data, the ability to work well and communicate clearly with people, and

the ability to manage projects efficiently. The ICT sector meets national criteria

for high demand, high wages, and high skills and provides students with excel-

lent opportunities for interesting work and good pay. More than 70 percent of

jobs in this sector will require a bachelor’s degree or higher by 2018.

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Information and Communication TechnologiesKnowledge and Performance Anchor Standards

1.0 AcademicsAnalyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Information and Communication Technologies academic alignment matrix for identification of standards.

2.0 CommunicationsAcquire and accurately use Information and Communication Technologies sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with LS 9-10, 11-12.6)

2.1 Recognize the elements of communication using a sender–receiver model.

2.2 Identify barriers to accurate and appropriate communication.

2.3 Interpret verbal and nonverbal communications and respond appropriately.

2.4 Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.

2.5 Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

2.6 Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.

2.7 Use technical writing and communication skills to work effectively with diverse groups of people.

2.8 Understand the principles of a customer-oriented service approach to users.

3.0 Career Planning and ManagementIntegrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SLS 11-12.2)

3.1 Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.

3.2 Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.

3.3 Explore how information and communication technologies are used in career planning and decision making.

3.4 Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.

3.5 Integrate changing employment trends, societal needs, and economic conditions into career planning.

3.6 Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.

3.7 Recognize the importance of small business in the California and global economies.

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3.8 Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.

3.9 Develop a career plan that reflects career interests, pathways, and postsecondary options.

4.0 TechnologyUse existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Information and Communication Technologies sector workplace environment. (Direct alignment with WS 11-12.6)

4.1 Use electronic reference materials to gather information and produce products and services.

4.2 Employ technology based communications responsibly and effectively to explore complex systems and issues.

4.3 Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.

4.4 Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.

4.5 Research past, present, and projected technological advances as they impact a particular pathway.

4.6 Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.

5.0 Problem Solving and Critical ThinkingConduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment with WS 11-12.7)

5.1 Identify and ask significant questions that clarify various points of view to solve problems.

5.2 Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.

5.3 Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.

5.4 Interpret information and draw conclusions, based on the best analysis, to make informed decisions.

5.5 Use a logical and structured approach to isolate and identify the source of problems and to resolve problems.

5.6 Know the available resources for identifying and resolving problems.

5.7 Work out problems iteratively and recursively.

5.8 Create and use algorithms and solve problems.

5.9 Deconstruct large problems into components to solve.

5.10 Use multiple layers of abstraction.

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5.11 Understand the concept of base systems, including binary and hexadecimal.

5.12 Apply the concepts of Boolean logic to decision making and searching.

6.0 Health and SafetyDemonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Information and Communication Technologies sector workplace environment. (Direct alignment with RSTS 9-10, 11-12.4)

6.1 Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.

6.2 Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.

6.3 Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.

6.4 Practice personal safety when lifting, bending, or moving equipment and supplies.

6.5 Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.

6.6 Maintain a safe and healthful working environment.

6.7 Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).

6.8 Maintain a safe and healthful working environment.

6.9 Dispose of e-waste properly, understanding the health, environmental, and legal risks of improper disposal.

6.10 Act conscientiously regarding the use of natural resources (e.g., paper, ink, etc.)

6.11 Conserve energy while computing (e.g., turn off equipment at night, power-saving settings, etc.)

7.0 Responsibility and FlexibilityInitiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Information and Communication Technologies sector workplace environment and community settings. (Direct alignment with SLS 9-10, 11-12.1)

7.1 Recognize how financial management impacts the economy, workforce, and community.

7.2 Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.

7.3 Understand the need to adapt to changing and varied roles and responsibilities.

7.4 Practice time management and efficiency to fulfill responsibilities.

7.5 Apply high-quality techniques to product or presentation design and development.

7.6 Demonstrate knowledge and practice of responsible financial management.

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7.7 Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.

7.8 Explore issues of global significance and document the impact on the Information and Communication Technologies sector.

8.0 Ethics and Legal ResponsibilitiesPractice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment with SLS 11-12.1d)

8.1 Access, analyze, and implement quality assurance standards of practice.

8.2 Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Information and Communication Technologies industry sector.

8.3 Demonstrate ethical and legal practices consistent with Information and Communication Technologies sector workplace standards.

8.4 Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.

8.5 Analyze organizational culture and practices within the workplace environment.

8.6 Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.

8.7 Conform to rules and regulations regarding sharing of confidential information, as determined by Information and Communication Technologies sector laws and practices.

8.8 Identify legal and ethical issues that have proliferated with increased technology adoption, including hacking, scamming, and breach of privacy.

9.0 Leadership and TeamworkWork with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution such as those practiced in the Future Business Leaders of America and SkillsUSA career technical student organization. (Direct alignment with SLS 11-12.1b)

9.1 Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.

9.2 Identify the characteristics of successful teams, including leadership, cooperation, collabora-tion, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.

9.3 Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.

9.4 Explain how professional associations and organizations and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.

9.5 Understand that the modern world is an international community and requires an expanded global view.

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9.6 Respect individual and cultural differences and recognize the importance of diversity in the workplace.

9.7 Participate in interactive teamwork to solve real Information and Communication Technologies sector issues and problems.

10.0 Technical Knowledge and SkillsApply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector, following procedures when carrying out experiments or performing technical tasks. (Direct alignment with WS 11-12.6)

10.1 Interpret and explain terminology and practices specific to the Information and Communica-tion Technologies sector.

10.2 Comply with the rules, regulations, and expectations of all aspects of the Information and Communication Technologies sector.

10.3 Construct projects and products specific to the Information and Communication Technologies sector requirements and expectations.

10.4 Collaborate with industry experts for specific technical knowledge and skills.

10.5 Understand the major software and hardware components of a computer and a network and how they relate to each other.

10.6 Understand data sizes of various types of information (text, pictures, sound, video, etc.) and data capacity of various forms of media.

10.7 Understand the SI (metric) prefixes commonly used in computing including, at least, kilo, mega, giga, and tera.

10.8 Understand security concepts including authorization, rights, and encryption.

10.9 Use common industry-standard software and their applications including word processing, spreadsheets, databases, and multimedia software.

10.10 Manage files in a hierarchical system.

10.11 Know multiple ways in which to transfer information and resources (e.g., text, data, sound, video, still images) between software programs and systems.

10.12 Know appropriate search procedures for different types of information, sources, and queries.

10.13 Evaluate the accuracy, relevance, and comprehensiveness of retrieved information.

10.14 Analyze the effectiveness of online information resources to support collaborative tasks, research, publications, communications, and increased productivity.

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11.0 Demonstration and ApplicationDemonstrate and apply the knowledge and skills contained in the Information and Communication Technologies anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through career technical student organizations such as Future Business Leaders of America and SkillsUSA.

11.1 Utilize work-based/workplace learning experiences to demonstrate and expand upon knowl-edge and skills gained during classroom instruction and laboratory practices specific to the Information and Communication Technologies sector program of study.

11.2 Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.

11.3 Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.

11.4 Employ entrepreneurial practices and behaviors appropriate to Information and Communication Technologies sector opportunities.

11.5 Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.

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Information and Communication TechnologiesPathway Standards

A. Information Support and Services PathwayStudents in the Information Support and Services pathway prepare for careers that involve the implementation of computer services and software, support of multimedia products and services, provision of technical assistance, creation of technical documentation, and the administration and management of information and communication systems. Mastery of information and communica-tion technologies is the foundation for all successful business organizations today. Persons with expertise in information and communication technologies support and services are in high demand for a variety of positions in business and industry.

Sample occupations associated with this pathway:

Computer and Information Systems Manager

Computer User Support Specialist

Database Administrator

Document Management Specialist

Business Intelligence Analyst

A1.0 Describe the role of information and communication technologies in organizations.

A1.1 Describe how technology is integrated into business processes.

A1.2 Identify common organizational, technical, and financial risks associated with the implementation and use of information and communication systems.

A1.3 Model business processes using tools such as organization charts, flowcharts, and timelines.

A1.4 Analyze and design business processes in a cycle of continual improvement.

A2.0 Acquire, install, and implement software and systems.

A2.1 Identify and list the criteria and processes for evaluating the functions of information systems.

A2.2 Investigate, evaluate, select, and use major types of software, services, and vendors.

A2.3 Install software and setup hardware.

A2.4 Define and use appropriate naming conventions and file management strategies.

A3.0 Access and transmit information in a networked environment.

A3.1 Identify and apply multiple ways to transfer information and resources (e.g., text, data, audio, video, still images) between software programs and systems.

A3.2 Validate and cite Internet resources.

A3.3 Recognize where processes are running in a networked environment (e.g., client access, remote access).

A3.4 Identify and describe the layered nature of computing and networking such as the Open Systems Interconnect (OSI) model.

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A3.5 Use multiple online search techniques and resources to acquire information.

A3.6 Describe and contrast the differences between various Internet protocols: hypertext transfer protocol (http), hypertext transfer protocol secure (https), file transfer protocol (ftp), simple mail transfer protocol (smtp).

A4.0 Administer and maintain software and systems.

A4.1 Use different systems and associated utilities to perform such functions as file management, backup and recovery, and execution of programs.

A4.2 Use a command line interface.

A4.3 Automate common tasks using macros or scripting.

A4.4 Evaluate the systems-development life cycle and develop appropriate plans to maintain a given system after assessing its impact on resources and total cost of ownership (TCO).

A5.0 Identify requirements for maintaining secure network systems.

A5.1 Follow laws, regulatory guidelines, policies, and procedures to ensure the security and integrity of information systems.

A5.2 Identify potential attack vectors and security threats.

A5.3 Take preventative measures to reduce security risks (e.g., strong passwords, avoid social engineering ploys, limit account permissions).

A5.4 Use security software and hardware to protect systems from attack and alert of potential threats, anti-malware software, and firewalls.

A6.0 Diagnose and solve software, hardware, networking, and security problems.

A6.1 Use available resources to identify and resolve problems using knowledge bases, forums, and manuals.

A6.2 Use a logical and structured approach to isolate and identify the source of problems and to resolve problems.

A6.3 Use specific problem solving strategies appropriate to troubleshooting, eliminating possibilities, or guess and check.

A6.4 Evaluate support needs for different data and systems configurations.

A6.5 Evaluate solution methods recognizing the trade-offs of troubleshooting vs. reloading, reimaging, or restoring to factory defaults using a sandbox environment.

A6.6 Distinguish types of symptoms and which component’s issue could exhibit those symptoms: the user, hardware, network, or software.

A6.7 Diagram the underlying processes of a system that are likely involved in a problem.

A7.0 Support and train users on various software, hardware, and network systems.

A7.1 Recognize the scope of duties ICT support staff have and tiered levels of support.

A7.2 Describe and apply the principles of a customer-oriented service approach to supporting users.

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A7.3 Use technical writing and communication skills to work effectively with diverse groups of people, including users with less technical abilities.

A7.4 Document technical support provided such as using a ticketing system.

A7.5 Train users to assist them in being self-supporting: formal classes, one-on-one interactions, and process and how-to guides.

A8.0 Manage and implement information, technology, and communication projects.

A8.1 Develop the purpose and scope of a project.

A8.2 Acquire, use, and manage necessary internal and external resources when supporting various organizational systems.

A8.3 Use various tools to manage projects involving the development of information and communication systems.

A8.4 Analyze business problems by using functional and cost-benefit perspectives.

A8.5 Design, develop, implement, and monitor a project by creating and integrating technologies.

A8.6 Use a systematic method of continual improvement; plan, do, check, act (PDCA), total quality (TQ), or Six Sigma.

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B. Networking Pathway Students in the Networking pathway prepare for careers that involve network analysis, planning, and implementation, including the design, installation, maintenance, and management of network systems. The successful establishment, maintenance, and securing of information and communica-tion technologies infrastructure is critical to the success of every twenty-first-century organization. Employment continues to grow for persons with expertise in networking.


Computer Security Specialist

Network Technician

Network Engineer

Network Administrator

Telecommunication Specialist

B1.0 Identify and describe the principles of networking and the technologies, models, and protocols used in a network.

B1.1 Define the terminology used in the design, assembly, configuration, and implementation of networks.

B1.2 List the fundamental elements of the major networking models established by the industry standards of recognized organizations: the Open System Interconnect (OSI) or transmission-control/Internet protocol (TCP/IP) models.

B1.3 Identify and explain how data, voice, and video/communications are carried through the most common network media.

B1.4 List the characteristics, advantages, and disadvantages of the various networking presentation functions, data formatting, data encryption, and data compression.

B1.5 Explain the characteristics of networking hardware and applications and the methods to deploy them.

B1.6 Design and document data/communication systems networks.

B2.0 Identify, describe, and implement network media and physical topologies.

B2.1 Use appropriate wiring and wireless standards and plan, install, and maintain media (copper, fiber, and wireless) for a variety of network systems.

B2.2 Demonstrate standard procedures and practices for safely using tools and working safely around the electrical environment in various networking systems.

B2.3 Test and maintain wired and wireless network communications components and systems.

B3.0 Install, configure, and differentiate between common network devices.

B3.1 Identify and describe the functions of various network devices, including network connectivity hardware.

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B3.2 Describe the differences between various network environments: peer-to-peer, client-server, thin client, virtualized, internetworks, intranets, and extranets.

B3.3 Distinguish between the topologies and protocols of local area networks and those of wide area networks.

B3.4 Confirm operating parameters, apply test procedures, make necessary adjustments, and assemble the components of a network system or subsystem.

B3.5 Configure the major addressing and routing protocols used in networking.

B3.6 Implement a functional wired and wireless network, including the installation and configuration of components, software, and plug-ins.

B3.7 Evaluate, select, and deploy a variety of network architectures, information and communication technologies, and protocols.

B4.0 Demonstrate proper network administration and management skills.

B4.1 Identify and use network tools to troubleshoot and verify network availability and performance.

B4.2 Identify common customer policies and procedures, including those for management of incidents.

B4.3 Identify the implications of major protocols and international standards and their impact on network management.

B4.4 Apply appropriate technologies to improve network performance for data, voice, and video transmission.

B4.5 Apply the proper security patches, updates, and procedures necessary to maintain and support a network.

B4.6 Use common help-desk tools and resources, such as incident tracking, knowledge database, and staffing to administer and manage a network.

B4.7 Apply known effective methods of disseminating information and instruction to users.

B4.8 Use project management skills and tools for managing and maintaining various types of networks.

B4.9 Analyze network system interdependencies and constraints.

B5.0 Demonstrate how to communicate and interpret information clearly in industry-standard visual and written formats.

B5.1 Classify and use various electronic components, symbols, abbreviations, and media common to network topology diagrams.

B5.2 Interpret, organize, and communicate complex network diagrams by using information collected from detailed drawings.

B6.0 Use and assess network communication applications and infrastructure.

B6.1 Identify and document the appropriate uses of networking services, products, and applications.

12


B6.2 Evaluate the features of communications software products in terms of their appropri-ateness to organizational tasks.

B6.3 Configure compatible systems across various platforms and types of media.

B7.0 Analyze a customer’s organizational needs and requirements to identify networking needs.

B7.1 Describe the effective management of human, financial, and communications resources from the standpoints of the user and the provider.

B7.2 Diagram physical and logical layouts of networks that support information and communication technologies.

B7.3 Evaluate emerging products, services, and business models in relation to the creation, setup, and management of networks that support information and communication technologies.

B7.4 Evaluate, create, and process voice, video, and data transmissions.

B8.0 Identify security threats to a network and describe general methods to mitigate those threats.

B8.1 Identify and define command network security threats: hackers, crackers, viruses, worms, and Trojan horses.

B8.2 Describe the importance of classifying appropriate monitoring devices and procedures for quick identification and prevention of security violations.

B8.3 List the policies and procedures for routine administration, such as user agreement, incident reporting, and recovery for users.

B8.4 Identify common potential risks and entrance points, including internal and external risks, and the tools used to neutralize them: firewalls; monitoring; and antivirus, spyware, and spam protection.

B8.5 Identify and apply common techniques for disaster prevention and recovery.

13



C. Software and Systems Development PathwayStudents in the Software and Systems Development pathway prepare for careers related to computer science that involve the design, development, implementation, maintenance, and management of systems that rely on software programs to satisfy the operational needs of modern business orga-nizations. Persons with expertise in systems development and programming are critical to support operations like electronic commerce, medical records management, retail sales and inventory management, digital entertainment, and use of energy.


Computer Programmer

Software Developer/Applications

Information Security Analyst

Web Developer

E-Business/E-Commerce Specialist

C1.0 Identify and apply the systems development process.

C1.1 Identify the phases of the systems development life cycle, including analysis, design, programming, testing, implementation, maintenance, and improvement.

C1.2 Identify and describe models of systems development, systems development life cycle (SDLC), and agile computing.

C1.3 Identify and describe how specifications and requirements are developed for new and existing software applications.

C1.4 Work as a member of, and within the scope and boundaries of, a development project team.

C1.5 Track development project milestones using the concept of versions.

C1.6 Diagram processes using flowcharts and the Unified Modeling Language.

C2.0 Define and analyze systems and software requirements.

C2.1 Describe the major purposes and benefits of development, including automation, improving productivity, modeling and analysis, and entertainment.

C2.2 Recognize and prevent unintended consequences of development work: programming errors, security issues, health and environmental risks, and privacy concerns.

C2.3 Develop strategies that target the specific needs and desires of the customer.

C2.4 Analyze customers’ needs for development.

C2.5 Determine and document the requirements and alternative solutions to fulfill the customers’ needs.

C3.0 Create effective interfaces between humans and technology.

C3.1 Describe and apply the basic process of input, processing, and output.

14


C3.2 Design effective and intuitive interfaces using knowledge of cognitive, physical, and social interactions.

C3.3 Support methods of accessibility for all potential users, including users with disabilities and non-English-speaking users.

C4.0 Develop software using programming languages.

C4.1 Identify and describe the abstraction level of programming languages from low-level, hardware-based languages to high-level, interpreted, Web-based languages.

C4.2 Describe the interaction and integration of programming languages and protocols such as how client-side programming can work with server-side programming to use a query language to access a database.

C4.3 Identify and use different authoring tools and integrated development environments (IDEs).

C4.4 Identify and apply data types and encoding.

C4.5 Demonstrate awareness of various programming paradigms, including procedural, object oriented, event-driven, and multithreaded programing.

C4.6 Use proper programming language syntax.

C4.7 Use various data structures, arrays, objects, files, and databases.

C4.8 Use object oriented programming concepts, properties, methods, and inheritance.

C4.9 Create programs using control structures, procedures, functions, parameters, variables, error recovery, and recursion.

C4.10 Create and know the comparative advantages of various queue, sorting, and searching algorithms.

C4.11 Document development work for various audiences, such as comments for other programmers, and manuals for users.

C5.0 Test, debug, and improve software development work.

C5.1 Identify the characteristics of reliable, effective, and efficient products.

C5.2 Describe the ways in which specification changes and technological advances can require the modification of programs.

C5.3 Use strategies to optimize code for improved performance.

C5.4 Test software and projects.

C5.5 Evaluate results against initial requirements.

C5.6 Debug software as part of the quality assurance process.

C6.0 Integrate a variety of media into development projects.

C6.1 Identify the basic design elements necessary to produce effective print, video, audio, and interactive media.

C6.2 Describe the various encoding methods of media and trade-offs: vector graphics vs. bitmaps, and bit depth.

15


C6.3 Use media design and editing software: keyframe animation, drawing software, image editors, and three-dimensional design.

C6.4 Develop a presentation or other multimedia project: video, game, or interactive Web sites, from storyboard to production.

C6.5 Analyze the use of media to determine the appropriate file format and level of compression.

C6.6 Integrate media into a full project using appropriate tools.

C6.7 Create and/or capture professional-quality media, images, documents, audio, and video clips.

C7.0 Develop Web and online projects.

C7.1 Identify the hardware (server) and software required for Web hosting and other services.

C7.2 Describe the full process of online content delivery, registering domain names, setting up hosting, and setting up e-mail addresses.

C7.3 Attract Web-site visitors through search engine optimization using various strategies like keywords and meta-tags.

C7.4 Enable e-commerce capabilities to sell products, create a shopping cart, and handle credit card transactions.

C7.5 Create an online project, Web-based business, and e-portfolio.

C7.6 Optimize fast delivery and retrieval of online content such as Web pages.

C8.0 Develop databases.

C8.1 Describe the critical function of databases in modern organizations.

C8.2 Identify and use the basic structures of databases, fields, records, tables, and views.

C8.3 Identify and explain the types of relationships between tables (one-to-one, one-to-many, many-to-many) and use methods to establish these relationships, including primary keys, foreign keys, and indexes.

C8.4 Use data modeling techniques to create databases based upon business needs.

C8.5 Use queries to extract and manipulate data (select queries, action queries).

C8.6 Develop databases that are properly normalized using appropriate schemas.

C8.7 Export and import data to and from other applications and a database recognizing the limitations and challenges inherent in the process.

C8.8 Analyze and display data to assist with decision making using methods like cross tabulations, graphs, and charts.

C9.0 Develop software for a variety of devices, including robotics.

C9.1 Demonstrate awareness of the applications of device development work, including personalized computing, robotics, and smart appliances.

16


C9.2 Install equipment, assemble hardware, and perform tests using appropriate tools and technology.

C9.3 Use hardware to gain input, process information, and take action.

C9.4 Apply the concepts of embedded programming, including digital logic, machine-level representation of data, and memory-system organization.

C9.5 Program a micro-controller for a device or robot.

C10.0 Develop intelligent computing.

C10.1 Describe models of intelligent behavior and what distinguishes humans from machines.

C10.2 Describe the major areas of intelligent computing, including perception, proximity, processing, and control.

C10.3 Know artificial intelligence methods such as neural networks, Bayesian inferences, fuzzy logic, and finite state machines.

C10.4 Implement artificial intelligent behavior through various methods: mathematical modeling, reinforcement learning, and probabilistic analysis.

17



D. Games and Simulation PathwayStudents in the Game and Simulation pathway learn relevant technical knowledge and skills to prepare for further education and careers such as Game/Simulation Designer, Game Programmer, and Game Software Developer. Game and simulation design requires that students have a solid founda-tional understanding of game design, hardware, graphics, and animation. Persons with expertise in game and simulation design have had practical experiences in game/simulation conceptualization, design, storyboarding, development methodologies, essential programming techniques, working with a team, and implementation issues.


Game/Simulation Designer

Game Programmer

Game Software Developer

Game Producer

Multimedia Artist and Animator

D1.0 Identify and describe critical game and simulation studies, the resulting societal impact, and the management, industry, and career requirements.

D1.1 Categorize the different gaming genres and gaming systems.

D1.2 Describe the historical significance of electronic and nonelectronic games.

D1.3 Describe the role of play in human culture.

D1.4 Describe the psychological impact of games on individuals and groups.

D1.5 Describe the business model commonly used in the game development industry.

D1.6 Examine and categorize the significant processes in the production of interactive games.

D1.7 Identify the core tasks and challenges that face a game or simulation design team.

D1.8 Describe legal issues that affect games, developers and players.

D1.9 Describe the impact of the game and simulation industry on the economy.

D2.0 Demonstrate an understanding of game and simulation analysis, design, standard documenta-tion, and development tools.

D2.1 Demonstrate an understanding of the vocabulary for discussing games and play by listing and describing the general procedure and requirements of game and simulation design.

D2.2 Describe the game development life cycle.

D2.3 Develop a game design document or blueprint.

D2.4 Understand the general principles of storytelling and the use of storyboarding in game design.

18


D2.5 Know how to use tools and software commonly used in game/simulation development and become familiar with popular game tools and different gaming engines.

D2.6 Demonstrate an understanding of the techniques used to evaluate game mechanics, game play, flow, and game design.

D2.7 Describe the complex interaction between games and players and the role it plays in the popularity of a game.

D2.8 Experience the methods used to create and sustain player immersion.

D2.9 Demonstrate an understanding of interface design, hardware constraints on games, including processors and I/O devices, and nonhardware constraints.

D2.10 Make informed decisions about game physics: how the game world works, how the players interact with the game world, and how the players interact with one another.

D3.0 Create a working game or simulation individually or as part of a team.

D3.1 Create a storyboard describing the essential elements, plot, flow, and functions of the game/simulation.

D3.2 Create a design specification document to include interface and delivery choices, rules of play, navigation functionality, scoring, media choices, start and end of play, special features, and development team credits.

D3.3 Using simple game development tools, create a game or simulation.

D3.4 Present the game or simulation.

D4.0 Identify, describe, and implement standard game/simulation strategy and rules of play.

D4.1 Understand strategic outlining in game designs.

D4.2 Know elements of puzzle design.

D4.3 Use key strategic considerations in game design.

D4.4 Understand the process of creating and designing player actions.

D4.5 Create and design the game flow as it relates to story and plot.

D4.6 Assess common principles and procedures in game flow design.

D4.7 Describe rule creation elements of player challenge.

D5.0 Integrate music, sound, art, and animation as it applies to the environmental design of the game/simulation.

D5.1 Understand the methodologies for integrating digital media into a game or simulation.

D5.2 Identify commonly used art and animation production tools in the game design industry.

D5.3 Understand the general concepts of environmental design.

D5.4 Describe how environmental design is used in conjunction with game level design.

19


D6.0 Explain the role and principles of event modeling and interface design and apply those principles in a game/simulation design and project.

D6.1 Define the meaning of simulation and pertinent issues facing game designers.

D6.2 Describe applied event modeling as it relates to game design.

D6.3 Identify and describe the basic Human Computer Interface (HCI) design principles.

D6.4 Apply the “eight golden rules” of interface design.

D6.5 Understand the use of inventory systems in game design.

D7.0 Acquire and apply appropriate programming skills for rendering a single player or multiuser game or simulation project, including program control, conditional branching, memory management, scorekeeping, timed event strategies, and implementation issues.

D7.1 Identify functions of information processing and describe basic network terminology and network security and demonstrate an understanding of operating systems, environments, and platforms.

D7.2 Plan program design and evaluate assigned game programming tasks.

D7.3 Code and test programs.

D7.4 Create and maintain documentation and perform program maintenance.

D7.5 Implement enhanced program structures.

D7.6 Implement multimedia programming.

D8.0 Acquire and apply appropriate artificial intelligence (AI) techniques used by the game development industry.

D8.1 Describe AI and how it relates to game and simulation design and development.

D8.2 Design, program, and implement intelligent agents for action games.

D8.3 Use AI techniques, like finite state machines, to produce the illusion of intelligence in the behavior of nonplayer characters (NPCs).

D8.4 Create intelligently designed games that would educate as well as engage the players.

20


Acad

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21


Acad

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Alig

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AN

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2.1.

Writ

e ar

gum

ents

to

supp

ort

clai

ms

in a

n an

alys

is o

f sub

stan

tive

topi

cs o

r tex

ts,

C2.0

, C4.

0, C

5.0,

A7

.0D2

.0, D

3.0

usin

g va

lid r

easo

ning

and

rel

evan

t an

d su

ffici

ent

evid

ence

.C1

0.0

11-1

2.2.

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts

to e

xam

ine

and

conv

ey c

ompl

ex id

eas,

con

-C1

.0, C

2.0,

C3.

0,

cept

s, a

nd in

form

atio

n cl

early

and

acc

urat

ely

thro

ugh

the

effe

ctiv

e se

lect

ion,

org

aniz

a-A7

.0B1

.0, B

2.0,

B3.

0C4

.0, C

6.0,

C7.

0,

D2.0

, D3.

0tio

n, a

nd a

naly

sis

of c

onte

nt.

C8.0

, C9.

0

11-1

2.3

Writ

e na

rrat

ives

to

deve

lop

real

or i

mag

ed e

xper

ienc

es o

r eve

nts

usin

g

A8.0

, A7.

0B4

.0C2

.0, C

4.0,

C6.

0D2

.0, D

3.0

effe

ctiv

e te

chni

que,

wel

l-ch

osen

det

ails

, and

wel

l-st

ruct

ured

eve

nt s

eque

nces

.

11-1

2.4.

Pro

duce

cle

ar a

nd c

oher

ent

writ

ing

in w

hich

the

dev

elop

men

t, or

gani

zatio

n, a

nd

B1.0

, B2.

0, B

3.0,

D2

.0, D

3.0,

A1

.0, A

3.0,

A7.

0C2

.0, C

4.0,

C6.

0st

yle

are

appr

opria

te t

o ta

sk, p

urpo

se, a

nd a

udie

nce.

B4.0

D7.0

11-1

2.5.

Dev

elop

and

str

engt

hen

writ

ing

as n

eede

d by

pla

nnin

g, r

evis

ing,

edi

ting,

rew

rit-

B1.0

, B2.

0, B

3.0,

in

g, o

r try

ing

a ne

w a

ppro

ach,

foc

usin

g on

add

ress

ing

wha

t is

mos

t si

gnifi

cant

for

a

A1.0

, A7.

0C2

.0, C

4.0,

C6.

0D2

.0, D

3.0

B4.0

, B7.

0sp

ecifi

c pu

rpos

e an

d au

dien

ce.

11-1

2.6.

Use

tec

hnol

ogy,

incl

udin

g th

e In

tern

et, t

o pr

oduc

e, p

ublis

h, a

nd u

pdat

e in

divi

dual

A1

.0, A

2.0,

A4.

0,

B1.0

, B2.

0, B

3.0,

or

sha

red

writ

ing

prod

ucts

in r

espo

nse

to o

ngoi

ng f

eedb

ack,

incl

udin

g ne

w a

rgum

ents

or

C2.0

, C4.

0, C

6.0

D2.0

, D3.

0A6

.0, A

7.0

B4.0

info

rmat

ion.

11-1

2.7.

Con

duct

sho

rt a

s w

ell a

s m

ore

sust

aine

d re

sear

ch p

roje

cts

to a

nsw

er a

que

stio

n (in

clud

ing

a se

lf-ge

nera

ted

ques

tion)

or s

olve

a p

robl

em; n

arro

w o

r bro

aden

the

inqu

iry

B1.0

, B2.

0, B

3.0,

A1

.0, A

6.0,

A8.

0C2

.0D1

.0, D

3.0

whe

n ap

prop

riate

; syn

thes

ize

mul

tiple

sou

rces

on

the

subj

ect,

dem

onst

ratin

g un

ders

tand

-B4

.0, B

8.0

ing

of t

he s

ubje

ct u

nder

inve

stig

atio

n.

22


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

D.

INFO

RM

AT

ION

AN

D C

OM

MU

NIC

AT

ION

TE

CH

NO

LOG

IES

Info

rmat

ion

Net

wor

king

Soft

war

e

Gam

es a

nd

Supp

ort

and

and

Syst

ems

Si

mul

atio

nSe

rvic

esDe

velo

pmen

t

Writ

ing

Stan

dard

s –

WS

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

(c

ontin

ued)

11-1

2.8.

Gat

her r

elev

ant

info

rmat

ion

from

mul

tiple

aut

horit

ativ

e pr

int

and

digi

tal

sour

ces,

usi

ng a

dvan

ced

sear

ches

eff

ectiv

ely;

ass

ess

the

stre

ngth

s an

d lim

itatio

ns o

f ea

ch s

ourc

e in

ter

ms

of t

he t

ask,

pur

pose

, and

aud

ienc

e; in

tegr

ate

info

rmat

ion

into

the

A1

.0, A

3.0,

A5.

0,

B1.0

, B2.

0, B

3.0,

C2

.0, C

4.0

D1.0

, D2.

0, D

3.0

text

sel

ectiv

ely

to m

aint

ain

the

flow

of i

deas

, avo

idin

g pl

agia

rism

and

ove

rrel

ianc

e on

A6

.0, A

7.0,

A8.

0B4

.0, B

5.0,

B8.

0an

y on

e so

urce

and

fol

low

ing

a st

anda

rd f

orm

at f

or c

itatio

n in

clud

ing

foot

note

s an

d en

dnot

es.

11-1

2.9.

Dra

w e

vide

nce

from

lite

rary

or i

nfor

mat

iona

l tex

ts t

o su

ppor

t an

alys

is, r

eflec

-A1

.0, A

6.0,

A7.

0,

C2.0

, C4.

0, C

6.0

D1.0

, D2.

0, D

3.0

tion,

and

res

earc

h.A8

.0, A

10.0

MAT

HEM

ATIC

S

Alge

bra

– A-

CED

– Cr

eatin

g Eq

uati

ons

Crea

te e

quat

ions

that

des

crib

e nu

mbe

rs o

r rel

atio

nshi

ps

1. C

reat

e eq

uatio

ns a

nd in

equa

litie

s in

one

var

iabl

e in

clud

ing

ones

with

abs

olut

e va

lue

and

use

them

to

solv

e pr

oble

ms

in a

nd o

ut o

f con

text

, inc

ludi

ng e

quat

ions

ar

isin

g fr

om li

near

fun

ctio

ns.

D3.0

, D4.

0, D

5.0,

A8

.0B4

.0, B

7.0

C4.0

, C6.

01.

1 Ju

dge

the

valid

ity

of a

n ar

gum

ent

acco

rdin

g to

whe

ther

the

pro

pert

ies

of r

eal

D6.0

, D7.

0nu

mbe

rs, e

xpon

ents

, and

loga

rithm

s ha

ve b

een

appl

ied

corr

ectly

at

each

ste

p. (C

A St

anda

rd A

lgeb

ra II

- 1

1.2)

2. C

reat

e eq

uatio

ns in

tw

o or

mor

e va

riabl

es t

o re

pres

ent

rela

tions

hips

bet

wee

n qu

anti-

D3.0

, D4.

0, D

5.0,

A4

.0, A

8.0

B4.0

, B7.

0C4

.0, C

6.0

ties;

gra

ph e

quat

ions

on

coor

dina

te a

xes

with

labe

ls a

nd s

cale

s.D6

.0, D

7.0

3. R

epre

sent

con

stra

ints

by

equa

tions

or i

nequ

aliti

es, a

nd b

y sy

stem

s of

equ

atio

ns a

nd/

or in

equa

litie

s, a

nd in

terp

ret

solu

tions

as

viab

le o

r non

viab

le o

ptio

ns in

a m

odel

ing

D3.0

, D4.

0, D

5.0,

A4

.0, A

8.0

B4.0

, B7.

0C4

.0, C

6.0

cont

ext.

For e

xam

ple,

rep

rese

nt in

equa

litie

s de

scrib

ing

nutr

ition

al a

nd c

ost

cons

trai

nts

D6.0

, D7.

0on

com

bina

tions

of d

iffe

rent

foo

ds.

4. R

earr

ange

for

mul

as t

o hi

ghlig

ht a

qua

ntit

y of

inte

rest

, usi

ng t

he s

ame

reas

onin

g as

D3

.0, D

4.0,

D5.

0,

A8.0

B4.0

, B7.

0C4

.0, C

6.0

in s

olvi

ng e

quat

ions

. For

exa

mpl

e, r

earr

ange

Ohm

’s la

w V

= IR

to

high

light

res

ista

nce

R.D6

.0, D

7.0

23


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

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B.

C.

D.

INFO

RM

AT

ION

AN

D C

OM

MU

NIC

AT

ION

TE

CH

NO

LOG

IES

Info

rmat

ion

Net

wor

king

Soft

war

e

Gam

es a

nd

Supp

ort

and

and

Syst

ems

Sim

ulat

ion

Serv

ices

Deve

lopm

ent

Alge

bra

– A-

REI –

Rea

soni

ng w

ith

Equa

tion

s an

d In

equa

litie

s

Unde

rsta

nd so

lvin

g eq

uatio

ns a

s a p

roce

ss o

f rea

soni

ng a

nd e

xpla

in th

e re

ason

ing

1. E

xpla

in e

ach

step

in s

olvi

ng a

sim

ple

equa

tion

as f

ollo

win

g fr

om t

he e

qual

ity

of n

umbe

rs

D3.0

, D4.

0,

asse

rted

at

the

prev

ious

ste

p, s

tart

ing

from

the

ass

umpt

ion

that

the

orig

inal

equ

atio

n ha

s a

solu

-A8

.0B4

.0, B

7.0

C4.0

, C6.

0D5

.0, D

6.0,

D7.

0tio

n. C

onst

ruct

a v

iabl

e ar

gum

ent

to ju

stif

y a

solu

tion

met

hod.

2. S

olve

sim

ple

ratio

nal a

nd r

adic

al e

quat

ions

in o

ne v

aria

ble,

and

giv

e ex

ampl

es s

how

ing

how

D3

.0, D

4.0,

A8

.0B4

.0, B

7.0

C4.0

, C6.

0ex

tran

eous

sol

utio

ns m

ay a

rise.

D5.0

, D6.

0, D

7.0

Func

tion

s –

F-IF

– In

terp

retin

g Fu

ncti

ons

Unde

rsta

nd th

e co

ncep

t of a

func

tion

and

use

func

tion

nota

tion

1. U

nder

stan

d th

at a

fun

ctio

n fr

om o

ne s

et (c

alle

d th

e do

mai

n) t

o an

othe

r set

(cal

led

the

rang

e)

assi

gns

to e

ach

elem

ent

of t

he d

omai

n ex

actly

one

ele

men

t of

the

ran

ge. I

f f is

a f

unct

ion

and

x is

C4

.0, C

6.0,

D3

.0, D

4.0,

A4

.0, A

8.0

B4.0

, B7.

0an

ele

men

t of

its

dom

ain,

the

n f(

x) d

enot

es t

he o

utpu

t of

f co

rres

pond

ing

to t

he in

put

x. T

he g

raph

C1

0.0

D5.0

, D6.

0, D

7.0

of f

is t

he g

raph

of t

he e

quat

ion

y =

f(x)

.

2. U

se f

unct

ion

nota

tion,

eva

luat

e fu

nctio

ns f

or in

puts

in t

heir

dom

ains

, and

inte

rpre

t st

atem

ents

C4

.0, C

6.0,

D3

.0, D

4.0,

A4

.0, A

8.0

B4.0

, B7.

0th

at u

se f

unct

ion

nota

tion

in t

erm

s of

a c

onte

xt.

C10.

0D5

.0, D

6.0,

D7.

0

3. R

ecog

nize

tha

t se

quen

ces

are

func

tions

, som

etim

es d

efine

d re

curs

ivel

y, w

hose

dom

ain

is a

C4

.0, C

6.0,

D3

.0, D

4.0,

su

bset

of t

he in

tege

rs. F

or e

xam

ple,

the

Fib

onac

ci s

eque

nce

is d

efine

d re

curs

ivel

y by

f(0)

= f

(1) =

1,

A8.0

B4.0

, B7.

0C1

0.0

D5.0

, D6.

0, D

7.0

f(n+

1) =

f(n

) +f(

n-1)

for n

1

.

Inte

rpre

t fun

ctio

ns th

at a

rise

in a

pplic

atio

ns in

term

s of t

he c

onte

xt

4. F

or a

fun

ctio

n th

at m

odel

s a

rela

tions

hip

betw

een

two

quan

titie

s, in

terp

ret

key

feat

ures

of

grap

hs a

nd t

able

s in

ter

ms

of t

he q

uant

ities

, and

ske

tch

grap

hs s

how

ing

key

feat

ures

giv

en a

ver

bal

C1.0

, C4.

0,

D3.0

, D4.

0,

desc

riptio

n of

the

rel

atio

nshi

p. K

ey f

eatu

res

incl

ude:

inte

rcep

ts; i

nter

vals

whe

re t

he f

unct

ion

is

A4.0

, A8.

0B4

.0, B

7.0

C6.0

, C10

.0D5

.0, D

6.0,

D7.

0in

crea

sing

, dec

reas

ing,

pos

itive

, or n

egat

ive;

rel

ativ

e m

axim

ums

and

min

imum

s; s

ymm

etrie

s; e

nd

beha

vior

; and

per

iodi

city

.

5. R

elat

e th

e do

mai

n of

a f

unct

ion

to it

s gr

aph

and,

whe

re a

pplic

able

, to

the

quan

titat

ive

rela

tion-

ship

it d

escr

ibes

. For

exa

mpl

e, if

the

fun

ctio

n h(

n) g

ives

the

num

ber o

f per

son-

hour

s it

take

s to

C1

.0, C

4.0,

D3

.0, D

4.0,

A4

.0, A

8.0

B4.0

, B7.

0as

sem

ble

n en

gine

s in

a f

acto

ry, t

hen

the

posi

tive

inte

gers

wou

ld b

e an

app

ropr

iate

dom

ain

for t

he

C6.0

, C10

.0D5

.0, D

6.0,

D7.

0fu

nctio

n.

24


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

D.

INFO

RM

AT

ION

AN

D C

OM

MU

NIC

AT

ION

TE

CH

NO

LOG

IES

Info

rmat

ion

Net

wor

king

Soft

war

e

Gam

es a

nd

Supp

ort

and

and

Syst

ems

Sim

ulat

ion

Serv

ices

Deve

lopm

ent

Func

tion

s –

F-IF

– In

terp

retin

g Fu

ncti

ons

(con

tinue

d)

6. C

alcu

late

and

inte

rpre

t th

e av

erag

e ra

te o

f cha

nge

of a

fun

ctio

n (p

rese

nted

sym

bolic

ally

or a

s a

C1.0

, C4.

0,

D3.0

, D4.

0, D

5.0,

A4

.0, A

8.0

B4.0

, B7.

0ta

ble)

ove

r a s

peci

fied

inte

rval

. Est

imat

e th

e ra

te o

f cha

nge

from

a g

raph

.C6

.0, C

10.0

D6.0

, D7.

0

Anal

yze

func

tions

usi

ng d

iffer

ent r

epre

sent

atio

ns

7. G

raph

fun

ctio

ns e

xpre

ssed

sym

bolic

ally

and

sho

w k

ey f

eatu

res

of t

he g

raph

, by

hand

in s

impl

e ca

ses

and

usin

g te

chno

logy

for

mor

e co

mpl

icat

ed c

ases

.

a. G

raph

line

ar a

nd q

uadr

atic

fun

ctio

ns a

nd s

how

inte

rcep

ts, m

axim

a, a

nd m

inim

a.

b. G

raph

squ

are

root

, cub

e ro

ot, a

nd p

iece

wis

e-de

fined

fun

ctio

ns, i

nclu

ding

ste

p fu

nctio

ns a

nd

abso

lute

val

ue f

unct

ions

.C1

.0, C

4.0,

D3

.0, D

4.0,

D5.

0,

c. G

raph

pol

ynom

ial f

unct

ions

, ide

ntif

ying

zer

os w

hen

suita

ble

fact

oriz

atio

ns a

re a

vaila

ble,

and

A8

.0B4

.0, B

7.0

C6.0

, C10

.0D6

.0, D

7.0

show

ing

end

beha

vior

.

d. (+

) Gra

ph r

atio

nal f

unct

ions

, ide

ntif

ying

zer

os a

nd a

sym

ptot

es w

hen

suita

ble

fact

oriz

atio

ns

are

avai

labl

e, a

nd s

how

ing

end

beha

vior

.

e. G

raph

exp

onen

tial a

nd lo

garit

hmic

fun

ctio

ns, s

how

ing

inte

rcep

ts a

nd e

nd b

ehav

ior,

and

trig

onom

etric

fun

ctio

ns, s

how

ing

perio

d, m

idlin

e, a

nd a

mpl

itude

.

8. W

rite

a fu

nctio

n de

fined

by

an e

xpre

ssio

n in

dif

fere

nt b

ut e

quiv

alen

t fo

rms

to r

evea

l and

ex

plai

n di

ffer

ent

prop

ertie

s of

the

fun

ctio

n.

a. U

se t

he p

roce

ss o

f fac

torin

g an

d co

mpl

etin

g th

e sq

uare

in a

qua

drat

ic f

unct

ion

to s

how

ze

ros,

ext

rem

e va

lues

, and

sym

met

ry o

f the

gra

ph, a

nd in

terp

ret

thes

e in

ter

ms

of a

con

text

.C1

.0, C

4.0,

D3

.0, D

4.0,

D5.

0,

A8.0

B4.0

, B7.

0C6

.0, C

10.0

D6.0

, D7.

0b.

Use

the

pro

pert

ies

of e

xpon

ents

to

inte

rpre

t ex

pres

sion

s fo

r exp

onen

tial

func

tions

. For

exa

mpl

e, id

entif

y pe

rcen

t ra

te o

f cha

nge

in f

unct

ions

suc

h as

y =

(1.0

2)t ,

y =

(0.9

7)t , y

= (1

.01)

12t , y

= (1

.2)t/

10, a

nd c

lass

ify

them

as

repr

esen

ting

ex

pone

ntia

l gro

wth

or d

ecay

.

9. C

ompa

re p

rope

rtie

s of

tw

o fu

nctio

ns e

ach

repr

esen

ted

in a

dif

fere

nt w

ay (a

lgeb

raic

ally

, gra

phi-

C1.0

, C4.

0,

D3.0

, D4.

0, D

5.0,

ca

lly, n

umer

ical

ly in

tab

les,

or b

y ve

rbal

des

crip

tions

). Fo

r exa

mpl

e, g

iven

a g

raph

of o

ne q

uadr

atic

A8

.0B4

.0, B

7.0

C6.0

, C10

.0D6

.0, D

7.0

func

tion

and

an a

lgeb

raic

exp

ress

ion

for a

noth

er, s

ay w

hich

has

the

larg

er m

axim

um.

10. D

emon

stra

te a

n un

ders

tand

ing

of f

unct

ions

and

equ

atio

ns d

efine

d pa

ram

etric

ally

and

gra

ph

C1.0

, C4.

0,

D3.0

, D4.

0, D

5.0,

A8

.0B4

.0, B

7.0

them

. (CA

Sta

ndar

d M

ath

Anal

ysis

- 7

.0)

C6.0

, C10

.0D6

.0, D

7.0

25


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

D.

INFO

RM

AT

ION

AN

D C

OM

MU

NIC

AT

ION

TE

CH

NO

LOG

IES

Info

rmat

ion

Net

wor

king

Soft

war

e

Gam

es a

nd

Supp

ort

and

and

Syst

ems

Si

mul

atio

nSe

rvic

esDe

velo

pmen

t

Func

tion

s –

F-LE

– L

inea

r, Q

uadr

atic

, and

Exp

onen

tial M

odel

s

Inte

rpre

t exp

ress

ions

for f

unct

ions

in te

rms o

f the

situ

atio

n th

ey m

odel

5. In

terp

ret

the

para

met

ers

in a

line

ar o

r exp

onen

tial f

unct

ion

in t

erm

s of

a c

onte

xt.

D3.0

, D4.

0, D

5.0,

A8

.0B4

.0, B

7.0

C4.0

, C5.

0, C

6.0

D6.0

, D7.

0

6. A

pply

qua

drat

ic e

quat

ions

to

phys

ical

pro

blem

s, s

uch

as t

he m

otio

n of

an

obje

ct

D3.0

, D4.

0, D

5.0,

C4

.0, C

6.0

unde

r the

for

ce o

f gra

vity

. (CA

Sta

ndar

d Al

gebr

a 1-

23.

0)D6

.0, D

7.0

Geom

etry

– C

– C

ircle

sFi

nd a

rc le

ngth

s and

are

as o

f sec

tors

of c

ircle

s

5. D

eriv

e us

ing

sim

ilarit

y th

e fa

ct t

hat

the

leng

th o

f the

arc

inte

rcep

ted

by a

n an

gle

is

prop

ortio

nal t

o th

e ra

dius

, and

defi

ne t

he r

adia

n m

easu

re o

f the

ang

le a

s th

e co

n-C2

.0, C

4.0,

C9.

0st

ant

of p

ropo

rtio

nalit

y; d

eriv

e th

e fo

rmul

a fo

r the

are

a of

a s

ecto

r.

Geom

etry

– G

-CO

– C

ongr

uenc

eUn

ders

tand

con

grue

nce

in te

rms o

f rig

id m

otio

ns

6. U

se g

eom

etric

des

crip

tions

of r

igid

mot

ions

to

tran

sfor

m fi

gure

s an

d to

pre

dict

the

ef

fect

of a

giv

en ri

gid

mot

ion

on a

giv

en fi

gure

; giv

en t

wo

figur

es, u

se t

he d

efini

tion

C2.0

, C4.

0, C

9.0

of c

ongr

uenc

e in

ter

ms

of ri

gid

mot

ions

to

deci

de if

the

y ar

e co

ngru

ent.

7. U

se t

he d

efini

tion

of c

ongr

uenc

e in

ter

ms

of ri

gid

mot

ions

to

show

tha

t tw

o tr

iang

les

are

cong

ruen

t if

and

only

if c

orre

spon

ding

pai

rs o

f sid

es a

nd c

orre

spon

ding

C4

.0, C

9.0

pairs

of a

ngle

s ar

e co

ngru

ent.

8. E

xpla

in h

ow t

he c

riter

ia f

or t

riang

le c

ongr

uenc

e (A

SA, S

AS,

and

SSS

) fol

low

fro

m

C4.0

, C9.

0th

e de

finiti

on o

f con

grue

nce

in t

erm

s of

rigi

d m

otio

ns.

Mak

e ge

omet

ric c

onst

ruct

ions

12. M

ake

form

al g

eom

etric

con

stru

ctio

ns w

ith a

var

iety

of t

ools

and

met

hods

(com

-pa

ss a

nd s

trai

ghte

dge,

str

ing,

refl

ectiv

e de

vice

s, p

aper

fol

ding

, dyn

amic

geo

met

ric

soft

war

e, e

tc.).

Cop

ying

a s

egm

ent;

cop

ying

an

angl

e; b

isec

ting

a se

gmen

t; b

isec

ting

C2.0

, C4.

0an

ang

le; c

onst

ruct

ing

perp

endi

cula

r lin

es, i

nclu

ding

the

per

pend

icul

ar b

isec

tor o

f a

line

segm

ent;

and

con

stru

ctin

g a

line

para

llel t

o a

give

n lin

e th

roug

h a

poin

t no

t on

th

e lin

e.

26


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

D.

INFO

RM

AT

ION

AN

D C

OM

MU

NIC

AT

ION

TE

CH

NO

LOG

IES

Info

rmat

ion

Net

wor

king

Soft

war

e

Gam

es a

nd

Supp

ort

and

and

Syst

ems

Si

mul

atio

nSe

rvic

esDe

velo

pmen

t

Geom

etry

– G

-GM

D –

Geom

etric

Mea

sure

men

t an

d Di

men

sion

s

Expl

ain

volu

me

form

ulas

and

use

them

to so

lve

prob

lem

s

1. G

ive

an in

form

al a

rgum

ent

for t

he f

orm

ulas

for

the

circ

umfe

renc

e of

a C

ircle

, are

a of

a c

ircle

, vol

ume

of a

cyl

inde

r, py

ram

id, a

nd c

one.

Use

dis

sect

ion

argu

men

ts, C

aval

-C4

.0, C

10.0

ieri’

s pr

inci

ple,

and

info

rmal

lim

it ar

gum

ents

.

2. (+

) Giv

e an

info

rmal

arg

umen

t us

ing

Cava

lieri’

s pr

inci

ple

for t

he f

orm

ulas

for

the

C4

.0, C

10.0

volu

me

of a

sph

ere

and

othe

r sol

id fi

gure

s.

3. U

se v

olum

e fo

rmul

as f

or c

ylin

ders

, pyr

amid

s, c

ones

, and

sph

eres

to

solv

e pr

oble

ms.

C4.0

, C10

.0

Visu

aliz

e re

latio

nshi

ps b

etw

een

two-

dim

ensi

onal

and

thre

e-di

men

sion

al o

bjec

ts

4. Id

entif

y th

e sh

apes

of t

wo-

dim

ensi

onal

cro

ss-s

ectio

ns o

f thr

ee-d

imen

sion

al

obje

cts,

and

iden

tify

thre

e di

men

sion

al o

bjec

ts g

ener

ated

by

rota

tions

of t

wo-

dim

en-

C3.0

, C5.

0, C

10.0

sion

al o

bjec

ts.

5. D

eter

min

e ho

w c

hang

es in

dim

ensi

ons

affe

ct t

he p

erim

eter

, are

a, a

nd v

olum

e of

C4

.0co

mm

on g

eom

etric

figu

res

and

solid

s.

Geom

etry

– G

-GPE

– E

xpre

ssin

g Ge

omet

ric P

rope

rtie

s w

ith

Equa

tion

s

Use

coor

dina

tes t

o pr

ove

simpl

e ge

omet

ric th

eore

ms a

lgeb

raic

ally

4. U

se c

oord

inat

es t

o pr

ove

sim

ple

geom

etric

the

orem

s al

gebr

aica

lly. F

or e

xam

ple,

pr

ove

or d

ispr

ove

that

a fi

gure

defi

ned

by f

our g

iven

poi

nts

in t

he c

oord

inat

e pl

ane

is

C2.0

, C4.

0, C

6.0,

D3

.0, D

4.0,

D5.

0,

a re

ctan

gle;

pro

ve o

r dis

prov

e th

at t

he p

oint

(1,

3) li

es o

n th

e ci

rcle

cen

tere

d at

the

C9

.0D6

.0, D

7.0

Orig

in a

nd c

onta

inin

g th

e po

int

(0, 2

).

5. P

rove

the

slo

pe c

riter

ia f

or p

aral

lel a

nd p

erpe

ndic

ular

line

s an

d us

e th

em t

o so

lve

C2.0

, C4.

0, C

6.0,

D3

.0, D

4.0,

D5.

0,

geom

etric

pro

blem

s (e

.g.,

find

the

equa

tion

of a

line

par

alle

l or p

erpe

ndic

ular

to

a C9

.0D6

.0, D

7.0

give

n lin

e th

at p

asse

s th

roug

h a

give

n po

int)

.

6. F

ind

the

poin

t on

a d

irect

ed li

ne s

egm

ent

betw

een

two

give

n po

ints

tha

t pa

rtiti

ons

C2.0

, C4.

0, C

6.0,

D3

.0, D

4.0,

D5.

0,

the

segm

ent

in a

giv

en r

atio

.C9

.0D6

.0, D

7.0

7. U

se c

oord

inat

es t

o co

mpu

te p

erim

eter

s of

pol

ygon

s an

d ar

eas

of t

riang

les

and

C2.0

, C4.

0, C

6.0,

D3

.0, D

4.0,

D5.

0,

rect

angl

es, e

.g.,

usin

g th

e di

stan

ce f

orm

ula.

C9.0

D6.0

, D7.

0

27


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

D.

INFO

RM

AT

ION

AN

D C

OM

MU

NIC

AT

ION

TE

CH

NO

LOG

IES

Info

rmat

ion

Net

wor

king

Soft

war

e

Gam

es a

nd

Supp

ort

and

and

Syst

ems

Sim

ulat

ion

Serv

ices

Deve

lopm

ent

Geom

etry

– G

-MG

– M

odel

ing

wit

h Ge

omet

ryAp

ply

geom

etric

con

cept

s in

mod

elin

g sit

uatio

ns

1. U

se g

eom

etric

sha

pes,

the

ir m

easu

res,

and

the

ir pr

oper

ties

to d

escr

ibe

obje

cts

(e.g

., m

odel

ing

C1.0

, C2.

0,C4

.0,

B1.0

, B2.

0,

D2.0

, D3.

0, D

4.0,

a

tree

tru

nk o

r a h

uman

tor

so a

s a

cylin

der.

A3.0

, A8.

0C5

.0, C

6.0,

B3

.0D5

.0, D

6.0,

D7.

0C9

.0, C

10.0

2. A

pply

con

cept

s of

den

sity

bas

ed o

n ar

ea a

nd v

olum

e in

mod

elin

g si

tuat

ions

(e.g

., pe

rson

s pe

r D2

.0, D

3.0,

D4.

0,

squa

re m

ile, B

TUs

per c

ubic

foo

t).

D5.0

, D6.

0, D

7.0

3. A

pply

geo

met

ric m

etho

ds t

o so

lve

desi

gn p

robl

ems

(e.g

., de

sign

ing

an o

bjec

t or

str

uctu

re t

o C1

.0, C

2.0,

D2

.0, D

3.0,

D4.

0,

satis

fy p

hysi

cal c

onst

rain

ts o

r min

imiz

e co

st; w

orki

ng w

ith t

ypog

raph

ic g

rid s

yste

ms

base

d on

A3

.0, A

8.0

C4.0

, C5.

0,

D5.0

, D6.

0, D

7.0

ratio

s)C9

.0, C

10.0

Geom

etry

– G

-SRT

– S

imila

rity,

Rig

ht T

riang

les,

and

Trig

onom

etry

Unde

rsta

nd si

mila

rity

in te

rms o

f sim

ilarit

y tr

ansf

orm

atio

ns

1. V

erif

y ex

perim

enta

lly t

he p

rope

rtie

s of

dila

tions

giv

en b

y a

cent

er a

nd a

sca

le

fact

or:

C2.0

, C4.

0,

a. A

dila

tion

take

s a

line

not

pass

ing

thro

ugh

the

cent

er o

f the

dila

tion

to a

par

alle

l lin

e, a

nd

C9.0

leav

es a

line

pas

sing

thr

ough

the

cen

ter u

ncha

nged

.b.

The

dila

tion

of a

line

seg

men

t is

long

er o

r sho

rter

in t

he r

atio

giv

en b

y th

e sc

ale

fact

or.

2. G

iven

tw

o fig

ures

, use

the

defi

nitio

n of

sim

ilarit

y in

ter

ms

of s

imila

rity

tran

sfor

mat

ions

to

deci

de if

the

y ar

e si

mila

r; ex

plai

n us

ing

sim

ilarit

y tr

ansf

orm

atio

ns t

he m

eani

ng o

f sim

ilarit

y fo

r C2

.0, C

4.0,

tr

iang

les

as t

he e

qual

ity

of a

ll co

rres

pond

ing

pairs

of a

ngle

s an

d th

e pr

opor

tiona

lity

of a

ll co

r-C9

.0re

spon

ding

pai

rs o

f sid

es. 3

. Use

the

pro

pert

ies

of s

imila

rity

tran

sfor

mat

ions

to

esta

blis

h th

e A

A cr

iterio

n fo

r tw

o tr

iang

les

to b

e si

mila

r.

3. U

se t

he p

rope

rtie

s of

sim

ilarit

y tr

ansf

orm

atio

ns t

o es

tabl

ish

the

AA

crite

rion

for t

wo

tria

ngle

s C4

.0, C

9.0

to b

e si

mila

r.

Num

bers

and

Qua

ntit

ies

– N

-RN

– T

he R

eal N

umbe

r Sy

stem

Exte

nd th

e pr

oper

ties o

f exp

onen

ts to

ratio

nal e

xpon

ents

1. E

xpla

in h

ow t

he d

efini

tion

of t

he m

eani

ng o

f rat

iona

l exp

onen

ts f

ollo

ws

from

ext

endi

ng t

he

prop

ertie

s of

inte

ger e

xpon

ents

to

thos

e va

lues

, allo

win

g fo

r a n

otat

ion

for r

adic

als

in t

erm

s of

A8

.0B4

.0, B

7.0

C1.0

, C4.

0D7

.0ra

tiona

l exp

onen

ts. F

or e

xam

ple,

we

defin

e 51/

3 to

be t

he c

ube

root

of 5

bec

ause

we

wan

t

(51/

3 )3 =

5(1

/3)3 t

o ho

ld, s

o (5

1/3 )

3 mus

t eq

ual 5

.

28


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

D.

INFO

RM

AT

ION

AN

D C

OM

MU

NIC

AT

ION

TE

CH

NO

LOG

IES

Info

rmat

ion

Net

wor

king

Soft

war

e

Gam

es a

nd

Supp

ort

and

and

Syst

ems

Si

mul

atio

nSe

rvic

esDe

velo

pmen

t

Num

bers

and

Qua

ntit

ies

– N

-RN

– T

he R

eal N

umbe

r Sy

stem

(con

tinue

d)2.

Rew

rite

expr

essi

ons

invo

lvin

g ra

dica

ls a

nd r

atio

nal e

xpon

ents

usi

ng t

he p

rope

rtie

s A8

.0B4

.0, B

7.0

C1.0

, C4.

0D7

.0of

exp

onen

ts.

Use

prop

ertie

s of r

atio

nal a

nd ir

ratio

nal n

umbe

rs

3. E

xpla

in w

hy t

he s

um o

r pro

duct

of t

wo

ratio

nal n

umbe

rs is

rat

iona

l; th

at t

he s

um

of a

rat

iona

l num

ber a

nd a

n irr

atio

nal n

umbe

r is

irrat

iona

l; an

d th

at t

he p

rodu

ct o

f a

C1.0

, C7.

0, C

8.0

nonz

ero

ratio

nal n

umbe

r and

an

irrat

iona

l num

ber i

s irr

atio

nal.

Num

bers

and

Qua

ntit

ies

– N

-Q –

Qua

ntit

ies

Reas

on q

uant

itativ

ely

and

use

units

to so

lve

prob

lem

s

1. U

se u

nits

as

a w

ay t

o un

ders

tand

pro

blem

s an

d to

gui

de t

he s

olut

ion

of m

ulti-

step

B1

.0, B

2.0,

B3.

0,

prob

lem

s; c

hoos

e an

d in

terp

ret

unit

s co

nsis

tent

ly in

for

mul

as; c

hoos

e an

d in

terp

ret

A2.

0, A

8.0

C1.0

, C4.

0, C

6.0

D2.0

, D6.

0B4

.0, B

7.0

the

scal

e an

d th

e or

igin

in g

raph

s an

d da

ta d

ispl

ays.

2. D

efine

app

ropr

iate

qua

ntiti

es f

or t

he p

urpo

se o

f des

crip

tive

mod

elin

g.B1

.0, B

2.0,

B3.

0,

A2.

0, A

8.0

C1.0

, C4.

0, C

6.0

D2.0

, D6.

0B4

.0, B

7.0

3. C

hoos

e a

leve

l of a

ccur

acy

appr

opria

te t

o lim

itatio

ns o

n m

easu

rem

ent

whe

n B1

.0, B

2.0,

B3.

0,

A2.

0, A

8.0

C1.0

, C4.

0, C

6.0

D2.0

, D6.

0re

port

ing

quan

titie

s.B4

.0, B

7.0

Num

bers

and

Qua

ntit

ies

– N

-CN

– C

ompl

ex N

umbe

r Sy

stem

Repr

esen

t com

plex

num

bers

and

thei

r ope

ratio

ns o

n th

e co

mpl

ex p

lane

4. (+

) Rep

rese

nt c

ompl

ex n

umbe

rs o

n th

e co

mpl

ex p

lane

in r

ecta

ngul

ar a

nd p

olar

fo

rm (i

nclu

ding

rea

l and

imag

inar

y nu

mbe

rs),

and

expl

ain

why

the

rec

tang

ular

and

C4

.0, C

6.0,

C10

.0D5

.0, D

7.0,

D8.

0po

lar f

orm

s of

a g

iven

com

plex

num

ber r

epre

sent

the

sam

e nu

mbe

r.

5. (+

) Rep

rese

nt a

dditi

on, s

ubtr

actio

n, m

ultip

licat

ion,

and

con

juga

tion

of c

ompl

ex

num

bers

geo

met

rical

ly o

n th

e co

mpl

ex p

lane

; use

pro

pert

ies

of t

his

repr

esen

tatio

n B1

.0, B

2.0,

B3.

0C4

.0, C

6.0,

C10

.0D5

.0, D

7.0,

D8.

0fo

r com

puta

tion.

For

exa

mpl

e, (-

1 +

-3

i) =

8 be

caus

e (-

1 +

-3

i) ha

s m

odul

us 2

an

d ar

gum

ent

120°

.

6. (+

) Cal

cula

te t

he d

ista

nce

betw

een

num

bers

in t

he c

ompl

ex p

lane

as

the

mod

ulus

of

the

dif

fere

nce,

and

the

mid

poin

t of

a s

egm

ent

as t

he a

vera

ge o

f the

num

bers

at

its

C4.0

, C6.

0, C

10.0

D5.0

, D7.

0, D

8.0

endp

oint

s.

29


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

D.

INFO

RM

AT

ION

AN

D C

OM

MU

NIC

AT

ION

TE

CH

NO

LOG

IES

Info

rmat

ion

Net

wor

king

Soft

war

e

Gam

es a

nd

Supp

ort

and

and

Syst

ems

Si

mul

atio

nSe

rvic

esDe

velo

pmen

t

Num

ber

and

Qua

ntit

y –

N-V

M –

Vec

tor

and

Mat

rix Q

uant

itie

sPe

rfor

m o

pera

tions

on

mat

rices

and

use

mat

rices

in a

pplic

atio

ns

6. (+

) Use

mat

rices

to

repr

esen

t an

d m

anip

ulat

e da

ta, e

.g.,

to r

epre

sent

pay

offs

or i

ncid

ence

A8

.0B4

.0, B

7.0

C4.0

, C7.

0, C

8.0

D6.0

, D7.

0re

latio

nshi

ps in

a n

etw

ork.

7. (+

) Mul

tiply

mat

rices

by

scal

ars

to p

rodu

ce n

ew m

atric

es, e

.g.,

as w

hen

all o

f the

pay

offs

in a

A8

.0B4

.0, B

7.0

C4.0

, C7.

0, C

8.0

D6.0

, D7.

0ga

me

are

doub

led.

8. (+

) Add

, sub

trac

t, an

d m

ultip

ly m

atric

es o

f app

ropr

iate

dim

ensi

ons.

A8.0

B4.0

, B7.

0C4

.0, C

7.0,

C8.

0D6

.0, D

7.0

9. (+

) Und

erst

and

that

, unl

ike

mul

tiplic

atio

n of

num

bers

, mat

rix m

ultip

licat

ion

for s

quar

e m

atri-

A8.0

B4.0

, B7.

0C4

.0, C

7.0,

C8.

0D6

.0, D

7.0

ces

is n

ot a

com

mut

ativ

e op

erat

ion,

but

stil

l sat

isfie

s th

e as

soci

ativ

e an

d di

strib

utiv

e pr

oper

ties.

10. (

+) U

nder

stan

d th

at t

he z

ero

and

iden

tity

mat

rices

pla

y a

role

in m

atrix

add

ition

and

mul

ti-pl

icat

ion

sim

ilar t

o th

e ro

le o

f 0 a

nd 1

in t

he r

eal n

umbe

rs. T

he d

eter

min

ant

of a

squ

are

mat

rix

A8.0

B4.0

, B7.

0C4

.0, C

7.0,

C8.

0D6

.0, D

7.0

is n

onze

ro if

and

onl

y if

the

mat

rix h

as a

mul

tiplic

ativ

e in

vers

e.

11. (

+) M

ultip

ly a

vec

tor (

rega

rded

as

a m

atrix

with

one

col

umn)

by

a m

atrix

of s

uita

ble

dim

en-

C4.0

, C6.

0, C

7.0,

A8

.0B4

.0, B

7.0

D6.0

, D7.

0si

ons

to p

rodu

ce a

noth

er v

ecto

r. W

ork

with

mat

rices

as

tran

sfor

mat

ions

of v

ecto

rs.

C8.0

12. (

+) W

ork

with

2 x

2 m

atric

es a

s tr

ansf

orm

atio

ns o

f the

pla

ne, a

nd in

terp

ret

the

abso

lute

C4

.0, C

6.0,

C7.

0,

A8.0

B4.0

, B7.

0D6

.0, D

7.0

valu

e of

the

det

erm

inan

t in

ter

ms

of a

rea.

C8

.0

Stat

isti

cs a

nd P

roba

bilit

y –

S-IC

– M

akin

g In

fere

nces

and

Jus

tify

ing

Conc

lusi

ons

Unde

rsta

nd a

nd e

valu

ate

rand

om p

roce

sses

und

erly

ing

stat

istic

al e

xper

imen

ts

1. U

nder

stan

d st

atis

tics

as a

pro

cess

for

mak

ing

infe

renc

es a

bout

pop

ulat

ion

para

met

ers

base

d B4

.0, B

6.0,

C2

.0, C

3.0,

C4.

0,

D1.0

, D2.

0,

A1.0

, A8.

0on

a r

ando

m s

ampl

e fr

om t

hat

popu

latio

n.B7

.0C8

.0D

4.0,

D6.

0, D

7.0

2. D

ecid

e if

a sp

ecifi

ed m

odel

is c

onsi

sten

t w

ith r

esul

ts f

rom

a g

iven

dat

a-ge

nera

ting

proc

ess,

B4

.0, B

6.0,

C2

.0, C

3.0,

C4.

0,

D2.0

, D4.

0,

e.g.

, usi

ng s

imul

atio

n. F

or e

xam

ple,

a m

odel

say

s a

spin

ning

coi

n fa

lls h

eads

up

with

pro

babi

lity

A8.0

B7.0

C8.0

D6.0

, D7.

00.

5. W

ould

a r

esul

t of

5 t

ails

in a

row

cau

se y

ou t

o qu

estio

n th

e m

odel

?

Mak

e in

fere

nces

and

just

ify c

oncl

usio

ns fr

om sa

mpl

e su

rvey

s, ex

perim

ents

, and

obs

erva

tiona

l st

udie

s

3. R

ecog

nize

the

pur

pose

s of

and

dif

fere

nces

am

ong

sam

ple

surv

eys,

exp

erim

ents

, and

obs

erva

-A1

.0, A

2.0,

B4

.0, B

6.0,

C1

.0, C

2.0,

C3.

0,

D1.0

, D2.

0,

tiona

l stu

dies

; exp

lain

how

ran

dom

izat

ion

rela

tes

to e

ach.

A8.0

B7.0

C4.0

, C8.

0D

4.0,

D6.

0, D

7.0

30


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

D.

INFO

RM

AT

ION

AN

D C

OM

MU

NIC

AT

ION

TE

CH

NO

LOG

IES

Info

rmat

ion

Net

wor

king

Soft

war

e

Gam

es a

nd

Supp

ort

and

and

Syst

ems

Si

mul

atio

nSe

rvic

esDe

velo

pmen

t

Stat

isti

cs a

nd P

roba

bilit

y –

S-IC

– M

akin

g In

fere

nces

and

Jus

tify

ing

Conc

lusi

ons

(con

tinue

d)5.

Use

dat

a fr

om a

ran

dom

ized

exp

erim

ent

to c

ompa

re t

wo

trea

tmen

ts; u

se s

imul

atio

ns t

o A1

.0, A

2.0,

B4

.0, B

6.0,

C1

.0, C

2.0,

C3.

0,

D1.0

, D2.

0, D

4.0,

de

cide

if d

iffe

renc

es b

etw

een

para

met

ers

are

sign

ifica

nt.

A8.0

B7.0

C4.0

, C8.

0D6

.0, D

7.0

6. E

valu

ate

repo

rts

base

d on

dat

a.A1

.0, A

2.0,

B4

.0, B

6.0,

C1

.0, C

2.0,

C3.

0,

D1.0

, D4.

0, D

6.0,

A8

.0B7

.0C4

.0, C

8.0

D7.0

Stat

isti

cs a

nd P

roba

bilit

y –

S-ID

– In

terp

reti

ng C

ateg

oric

al a

nd Q

uant

itat

ive

Data

Sum

mar

ize,

repr

esen

t, an

d in

terp

ret d

ata

on a

sing

le c

ount

or m

easu

rem

ent v

aria

ble

1. R

epre

sent

dat

a w

ith p

lots

on

the

real

num

ber l

ine

(dot

plo

ts, h

isto

gram

s, a

nd b

ox p

lots

).C2

.0, C

3.0,

D1

.0, D

2.0,

D4.

0,

A8.0

B4.0

, B7.

0C4

.0, C

6.0,

C8.

0D5

.0, D

6.0,

D7.

0

2. U

se s

tatis

tics

appr

opria

te t

o th

e sh

ape

of t

he d

ata

dist

ribut

ion

to c

ompa

re c

ente

r (m

edia

n,

C2.0

, C3.

0,

D1.0

, D2.

0, D

4.0,

A8

.0B4

.0, B

7.0

mea

n) a

nd s

prea

d (in

terq

uart

ile r

ange

, sta

ndar

d de

viat

ion)

of t

wo

or m

ore

diff

eren

t da

ta s

ets.

C4.0

, C6.

0, C

8.0

D5.0

, D6.

0, D

7.0

3. In

terp

ret

diff

eren

ces

in s

hape

, cen

ter,

and

spre

ad in

the

con

text

of t

he d

ata

sets

, acc

ount

ing

C2.0

, C3.

0,

D1.0

, D2.

0, D

4.0,

A8

.0B4

.0, B

7.0

for p

ossi

ble

effe

cts

of e

xtre

me

data

poi

nts

(out

liers

).C4

.0, C

6.0,

C8.

0D5

.0, D

6.0,

D7.

0

4. U

se t

he m

ean

and

stan

dard

dev

iatio

n of

a d

ata

set

to fi

t it

to a

nor

mal

dis

trib

utio

n an

d to

es

timat

e po

pula

tion

perc

enta

ges.

Rec

ogni

ze t

hat

ther

e ar

e da

ta s

ets

for w

hich

suc

h a

proc

e-C2

.0, C

3.0,

D1

.0, D

2.0,

D4.

0,

A8.0

B4.0

, B7.

0du

re is

not

app

ropr

iate

. Use

cal

cula

tors

, spr

eads

heet

s, a

nd t

able

s to

est

imat

e ar

eas

unde

r the

C4

.0, C

6.0,

C8.

0D5

.0, D

6.0,

D7.

0no

rmal

cur

ve.

Sum

mar

ize,

repr

esen

t, an

d in

terp

ret d

ata

on tw

o ca

tego

rical

and

qua

ntita

tive

varia

bles

5. S

umm

ariz

e ca

tego

rical

dat

a fo

r tw

o ca

tego

ries

in t

wo-

way

fre

quen

cy t

able

s. In

terp

ret

rela

-C2

.0, C

3.0,

D1

.0, D

2.0,

D4.

0,

tive

freq

uenc

ies

in t

he c

onte

xt o

f the

dat

a (in

clud

ing

join

t, m

argi

nal,

and

cond

ition

al r

elat

ive

A8.0

B4.0

, B7.

0C4

.0, C

6.0,

C8.

0D5

.0, D

6.0,

D7.

0fr

eque

ncie

s). R

ecog

nize

pos

sibl

e as

soci

atio

ns a

nd t

rend

s in

the

dat

a.

6. R

epre

sent

dat

a on

tw

o qu

antit

ativ

e va

riabl

es o

n a

scat

ter p

lot,

and

desc

ribe

how

the

var

i-ab

les

are

rela

ted.

a. F

it a

func

tion

to t

he d

ata;

use

fun

ctio

ns fi

tted

to

data

to

solv

e pr

oble

ms

in t

he c

onte

xt

C2.0

, C3.

0,

D1.0

, D2.

0, D

4.0,

of

the

dat

a. U

se g

iven

fun

ctio

ns o

r cho

oses

a f

unct

ion

sugg

este

d by

the

con

text

. Em

phas

ize

A8.0

B4.0

, B7.

0C4

.0, C

6.0,

C8.

0D5

.0, D

6.0,

D7.

0lin

ear,

quad

ratic

, and

exp

onen

tial m

odel

s.

b. In

form

ally

ass

ess

the

fit o

f a f

unct

ion

by p

lott

ing

and

anal

yzin

g re

sidu

als.

c. F

it a

linea

r fun

ctio

n fo

r a s

catt

er p

lot

that

sug

gest

s a

linea

r ass

ocia

tion.

31


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

D.

INFO

RM

AT

ION

AN

D C

OM

MU

NIC

AT

ION

TE

CH

NO

LOG

IES

Info

rmat

ion

Net

wor

king

Soft

war

e

Gam

es a

nd

Supp

ort

and

and

Syst

ems

Si

mul

atio

nSe

rvic

esDe

velo

pmen

t

Stat

isti

cs a

nd P

roba

bilit

y –

S-M

D –

Usin

g Pr

obab

ility

to

Mak

e De

cisi

ons

Calc

ulat

e ex

pect

ed v

alue

s and

use

them

to so

lve

prob

lem

s

1. (+

) Defi

ne a

ran

dom

var

iabl

e fo

r a q

uant

ity

of in

tere

st b

y as

sign

ing

a nu

mer

ical

val

ue

A3.0

, A4.

0, A

7.0,

B1

.0, B

2.0,

B3.

0,

C2.0

, C4.

0,

D1.0

, D2.

0, D

7.0,

to

eac

h ev

ent

in a

sam

ple

spac

e; g

raph

the

cor

resp

ondi

ng p

roba

bilit

y di

strib

utio

n us

ing

A8.0

B4.0

, B7.

0, B

8.0

C10.

0D8

.0th

e sa

me

grap

hica

l dis

play

s as

for

dat

a di

strib

utio

ns.

2. (+

) Cal

cula

te t

he e

xpec

ted

valu

e of

a r

ando

m v

aria

ble;

inte

rpre

t it

as t

he m

ean

of

A3.0

, A4.

0, A

7.0,

B1

.0, B

2.0,

B3.

0,

C2.0

, C4.

0,

D1.0

, D2.

0, D

7.0,

th

e pr

obab

ility

dis

trib

utio

n.A8

.0B4

.0, B

7.0,

B8.

0C1

0.0

D8.0

3. (+

) Dev

elop

a p

roba

bilit

y di

strib

utio

n fo

r a r

ando

m v

aria

ble

defin

ed f

or a

sam

ple

spac

e in

whi

ch t

heor

etic

al p

roba

bilit

ies

can

be c

alcu

late

d; fi

nd t

he e

xpec

ted

valu

e. F

or

A3.0

, A4.

0, A

7.0,

B1

.0, B

2.0,

B3.

0,

C2.0

, C4.

0,

D1.0

, D2.

0, D

7.0,

ex

ampl

e, fi

nd t

he t

heor

etic

al p

roba

bilit

y di

strib

utio

n fo

r the

num

ber o

f cor

rect

ans

wer

s A8

.0B4

.0, B

7.0,

B8.

0C1

0.0

D8.0

obta

ined

by

gues

sing

on

all fi

ve q

uest

ions

of a

mul

tiple

-cho

ice

test

whe

re e

ach

ques

-tio

n ha

s fo

ur c

hoic

es, a

nd fi

nd t

he e

xpec

ted

grad

e un

der v

ario

us g

radi

ng s

chem

es.

4. (+

) Dev

elop

a p

roba

bilit

y di

strib

utio

n fo

r a r

ando

m v

aria

ble

defin

ed f

or a

sam

ple

spac

e in

whi

ch p

roba

bilit

ies

are

assi

gned

em

piric

ally

; find

the

exp

ecte

d va

lue.

For

A3

.0, A

4.0,

A7.

0,

B1.0

, B2.

0, B

3.0,

C2

.0, C

4.0,

D1

.0, D

2.0,

D7.

0,

exam

ple,

find

a c

urre

nt d

ata

dist

ribut

ion

on t

he n

umbe

r of T

V se

ts p

er h

ouse

hold

in t

he

A8.0

B4.0

, B7.

0, B

8.0

C10.

0D8

.0U

nite

d St

ates

, and

cal

cula

te t

he e

xpec

ted

num

ber o

f set

s pe

r hou

seho

ld. H

ow m

any

TV

sets

wou

ld y

ou e

xpec

t to

find

in 1

00 r

ando

mly

sel

ecte

d ho

useh

olds

?

Use

prob

abili

ty to

eva

luat

e ou

tcom

es o

f dec

ision

s

5. (+

) Wei

gh t

he p

ossi

ble

outc

omes

of a

dec

isio

n by

ass

igni

ng p

roba

bilit

ies

to p

ayof

f va

lues

and

find

ing

expe

cted

val

ues.

a. F

ind

the

expe

cted

pay

off f

or a

gam

e of

cha

nce.

For

exa

mpl

e, fi

nd t

he e

xpec

ted

A3.0

, A4.

0, A

7.0,

B1

.0, B

2.0,

B3.

0,

C2.0

, C4.

0,

win

ning

s fr

om a

sta

te lo

tter

y tic

ket

or a

gam

e at

a f

ast-

food

res

taur

ant.

D1.0

, D7.

0, D

8.0

A8.0

B4.0

, B7.

0, B

8.0

C10.

0b.

Eva

luat

e an

d co

mpa

re s

trat

egie

s on

the

bas

is o

f exp

ecte

d va

lues

. For

exa

mpl

e,

com

pare

a h

igh

dedu

ctib

le v

ersu

s a

low

-ded

uctib

le a

utom

obile

insu

ranc

e po

licy

usin

g va

rious

, but

rea

sona

ble,

cha

nces

of h

avin

g a

min

or o

r a m

ajor

acc

iden

t.

6. (+

) Use

pro

babi

litie

s to

mak

e fa

ir de

cisi

ons

(e.g

., dr

awin

g by

lots

, usi

ng a

ran

dom

A3

.0, A

4.0,

A7.

0,

B1.0

, B2.

0, B

3.0,

C2

.0, C

4.0,

D1

.0, D

7.0,

D8.

0nu

mbe

r gen

erat

or).

A8.0

B4.0

, B7.

0, B

8.0

C10.

0

7. (+

) Ana

lyze

dec

isio

ns a

nd s

trat

egie

s us

ing

prob

abili

ty c

once

pts

(e.g

., pr

oduc

t te

stin

g,

A3.0

, A4.

0, A

7.0,

B1

.0, B

2.0,

B3.

0,

C2.0

, C4.

0,

D1.0

, D2.

0, D

7.0,

m

edic

al t

estin

g, p

ullin

g a

hock

ey g

oalie

at

the

end

of a

gam

e).

A8.0

B4.0

, B7.

0, B

8.0

C10.

0D8

.0

32


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

D.

INFO

RM

AT

ION

AN

D C

OM

MU

NIC

AT

ION

TE

CH

NO

LOG

IES

Info

rmat

ion

Net

wor

king

Soft

war

e

Gam

es a

nd

Supp

ort

and

and

Syst

ems

Sim

ulat

ion

Serv

ices

Deve

lopm

ent

Stat

isti

cs a

nd P

roba

bilit

y –

APP

S –

Adva

nced

Pla

cem

ent

Prob

abili

ty a

nd S

tati

s-ti

cs10

. Stu

dent

s kn

ow t

he d

efini

tions

of t

he m

ean,

med

ian

and

mod

e of

dis

trib

utio

n of

dat

a an

d A3

.0, A

4.0,

B1

.0, B

2.0,

B3.

0,

C2.0

, C4.

0,

D1.0

, D2.

0, D

7.0,

ca

n co

mpu

te e

ach

of t

hem

in p

artic

ular

situ

atio

ns.

A7.0

, A8.

0B4

.0, B

7.0,

B8.

0C1

0.0

D8.0

15. S

tude

nts

are

fam

iliar

with

the

not

ions

of a

sta

tistic

of a

dis

trib

utio

n of

val

ues.

of t

he

A3.0

, A4.

0,

B1.0

, B2.

0, B

3.0,

C2

.0, C

4.0,

D1

.0, D

2.0,

D7.

0,

sam

plin

g di

strib

utio

n of

a s

tatis

tic. A

nd o

f the

var

iabi

lity

of a

sta

tistic

.A7

.0, A

8.0

B4.0

, B7.

0, B

8.0

C10.

0D8

.0

16. S

tude

nts

know

bas

ic f

acts

con

cern

ing

the

rela

tion

betw

een

the

mea

n an

d th

e st

anda

rd

A3.0

, A4.

0,

B1.0

, B2.

0, B

3.0,

C2

.0, C

4.0,

D1

.0, D

2.0,

D7.

0,

devi

atio

n of

a s

ampl

ing

dist

ribut

ion

and

the

mea

n an

d th

e st

anda

rd d

evia

tion

of t

he p

opul

a-A7

.0, A

8.0

B4.0

, B7.

0, B

8.0

C10.

0D8

.0tio

n di

strib

utio

n.

SCIE

NCE

Life

Sci

ence

s –

LSLS

1: F

rom

Mol

ecul

es t

o O

rgan

ism

s: S

truc

ture

s an

d Pr

oces

ses

LS1.

A: S

truc

ture

and

Fun

ctio

nA3

.0C4

.0, C

10.0

D6.0

, D7.

0

LS1.

B: G

row

th a

nd D

evel

opm

ent

of O

rgan

ism

sA3

.0C4

.0, C

10.0

D6.0

, D7.

0

LS4:

Bio

logi

cal E

volu

tion:

Uni

ty a

nd D

iver

sity

LS4.

B: N

atur

al S

elec

tion

A2.

0C4

.0, C

10.0

D6.0

, D7.

0

HIS

TORY

/SO

CIAL

SCI

ENCE

Prin

cipl

es o

f A

mer

ican

Dem

ocra

cy a

nd E

cono

mic

s –

AD12

.7 S

tude

nts

anal

yze

and

com

pare

the

pow

ers

and

proc

edur

es o

f the

nat

iona

l, st

ate,

trib

al,

A1.0

, A5.

0,

B7.0

C1.0

, C2.

0D1

.0an

d lo

cal g

over

nmen

ts.

A8.0

12.7

.5. E

xpla

in h

ow p

ublic

pol

icy

is f

orm

ed, i

nclu

ding

the

set

ting

of t

he p

ublic

age

nda

and

A1.0

, A5.

0D3

.0, D

12.0

impl

emen

tatio

n of

it t

hrou

gh r

egul

atio

ns a

nd e

xecu

tive

orde

rs.

12.8

Stu

dent

s ev

alua

te a

nd t

ake

and

defe

nd p

ositi

ons

on t

he in

fluen

ce o

f the

med

ia o

n A3

.0B1

.0, B

4.0,

B7.

0C6

.0D1

.0, D

5.0

Amer

ican

pol

itica

l life

.

12.8

.2. D

escr

ibe

the

role

s of

bro

adca

st, p

rint,

and

elec

tron

ic m

edia

, inc

ludi

ng t

he In

tern

et,

A1.0

, A3.

0B1

.0, B

4.0,

B7.

0C6

.0D1

.0, D

5.0

as m

eans

of c

omm

unic

atio

n in

Am

eric

an p

oliti

cs.

12.8

.3. E

xpla

in h

ow p

ublic

offi

cial

s us

e th

e m

edia

to

com

mun

icat

e w

ith t

he c

itize

nry

and

A1.0

, A3.

0B1

.0, B

4.0,

B7.

0C6

.0D1

.0, D

5.0

to s

hape

pub

lic o

pini

on.

33


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

D.

INFO

RM

AT

ION

AN

D C

OM

MU

NIC

AT

ION

TE

CH

NO

LOG

IES

Info

rmat

ion

Net

wor

king

Soft

war

e

Gam

es a

nd

Supp

ort

and

and

Syst

ems

Si

mul

atio

nSe

rvic

esDe

velo

pmen

t

U.S.

His

tory

and

Geo

grap

hy –

US

11.8

Stu

dent

s an

alyz

e th

e ec

onom

ic b

oom

and

soc

ial t

rans

form

atio

n of

pos

t-W

orld

War

II

A1.0

, A8.

0B7

.0C1

.0, C

2.0

D1.0

Amer

ica.

11.8

.7. D

escr

ibe

the

effe

cts

on s

ocie

ty a

nd t

he e

cono

my

of t

echn

olog

ical

dev

elop

men

ts

sinc

e 19

45, i

nclu

ding

the

com

pute

r rev

olut

ion,

cha

nges

in c

omm

unic

atio

n, a

dvan

ces

in

A1.0

, A8.

0B7

.0C1

.0, C

2.0

D1.0

med

icin

e, a

nd im

prov

emen

ts in

agr

icul

tura

l tec

hnol

ogy.

Wor

ld H

isto

ry, C

ultu

re, a

nd G

eogr

aphy

– W

H10

.3 S

tude

nts

anal

yze

the

effe

cts

of t

he In

dust

rial R

evol

utio

n in

Eng

land

, Fra

nce,

Ger

man

y,

A1.0

, A8.

0C1

.0, C

2.0

D1.0

Japa

n, a

nd t

he U

nite

d St

ates

.

10.3

.5. U

nder

stan

d th

e co

nnec

tions

am

ong

natu

ral r

esou

rces

, ent

repr

eneu

rshi

p, la

bor,

and

A1.0

, A6.

0, A

8.0

B7.0

C1.0

, C2.

0D1

.0ca

pita

l in

an in

dust

rial e

cono

my.

10.9

Stu

dent

s an

alyz

e th

e in

tern

atio

nal d

evel

opm

ents

in t

he p

ost-

Wor

ld W

orld

War

II w

orld

.A1

.0, A

6.0,

A8.

0B7

.0C1

.0, C

2.0,

C6.

0D1

.0

10.11

Stu

dent

s an

alyz

e th

e in

tegr

atio

n of

cou

ntrie

s in

to t

he w

orld

eco

nom

y an

d th

e in

form

a-B1

.0, B

2.0,

tio

n, t

echn

olog

ical

, and

com

mun

icat

ions

rev

olut

ions

(e.g

., te

levi

sion

, sat

ellit

es, c

ompu

ters

).B3

.0, B

4.0,

C1

.0, C

2.0,

C4.

0,

A1.0

, A3.

0, A

8.0

D1.0

B5.0

, B6.

0,

C6.0

, C10

.0B7

.0, B

8.0

34


Contributors

Information and Communication Technologies

Lloyd McCabe, Administrator, California Department of Education

Gary Page, Education Consultant, California Department of Education

Standards Review TeamKathleen Bailey, Instructor, Whittier Unified High School District

Gail Chapman, Director, University of California, Los Angeles

Bill Cullifer, Director, World Organization of Webmasters

John Gerits, Marketing Manager, Insight Investments

Richard Grotegut, Professor, Ohlone Community College

Walter Hamilton, Instructor, Los Angeles Unified School District

Eugene Lemon, Instructor, Ralph J. Bunche High School

David Smith, Instructor, Orange Cove High School

Jacob Walker, Instructor, Twin Rivers Unified School District

Glen Warren, Instructor, Orange Unified School District

Standards Writing TeamBeth Cataldo, Coordinator, Multimedia Studies, City College of San Francisco

Dennis Frezzo, Senior Manager, Cisco Networking Academy

Richard Grotegut, Instructor, Ohlone Community College

Ingrid Hu Dahl, Program Director, Next Gen Resources, Bay Area Video Coalition

Jacob Martinez, Watsonville TEC (Tecnologia-Educación-Comunidad)

Matt Niemitz, Curriculum Manager, Adobe Systems, Inc.

Lana Svieta, Owner and Game Developer, iPlaythings, LLC

Jacob Walker, Instructor, Twin Rivers Unified School District

Common Core Alignment TeamSusan Beckenham, Instructor, Providence High School

John Fleming, Instructor, Sacramento City Unified School District

Yvette Fraga, Instructor, Los Angeles Unified School District

Robert Guernsey, Instructor, Sacramento City Unified School District

Kamilah Jackson, Instructor, Los Angeles Unified School District

Linh Tran, Instructor, Sacramento City Unified School District

35


References

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American Association of Colleges for Teacher Education (AACTE) and the Partnership for 21st Century Skills. 2010. “Preparing Students for the 21st Century Economy.” http://www.edsynergy.org/wp-content/uploads/2011/07/PREPARING-STUDENTS-FOR-THE-21ST-CENTURY-ECONOMY-3.doc (accessed December 4, 2012).

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The Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families, and the Society for Human Resource Management. 2006. Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce. http://www.shrm.org/research/surveyfindings/documents/are they really ready to work survey report.pdf (accessed December 4, 2012).

36

http://www.act.org/research/policymakers/pdf/FirstLook.pdf

http://www.edsynergy.org/wp-content/uploads/2011/07/PREPARING-STUDENTS-FOR-THE-21ST-CENTURY-ECONOMY-3.doc

http://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdf

http://www.aacu.org/leap/documents/Re8097abcombined.pdf

http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf

http://www.cde.ca.gov/ci/ct/sf/documents/cteframework.pdf

http://www.labormarketinfo.edd.ca.gov/contentpub/GreenDigest/CA-Green-Economy-SummarySurveyResults.pdf

https://certification.comptia.org/home

http://www.shrm.org/research/surveyfindings/documents/are they really ready to work survey report.pdf


Conley, David T. 2010. College and Career Ready: Helping All Students Succeed Beyond High School. San Francisco: Jossey-Bass.

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39Published January 2017

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