The instructional materials reviewed for Mathematics Vision Project Traditional series do not consistently identify the plus standards, when included. The instructional materials use the plus standards to coherently support the mathematics which all students should study in order to be college and career ready. There are inconsistencies with the identification of the plus standards.

N-CN.8 is identified in Algebra II, Module 3, Tasks 4 and 5, Module 4, Tasks 4 and 6, Table of Contents, Teacher Notes, and Core Correlation, but is never identified as a plus standard. In Module 3, Task 4, students use the quadratic formula to find non-real roots and write the equation of the parabola in factored form, and in Task 5, students extend this understanding to include imaginary roots. In Module 4, students find suitable factorizations of quadratic, cubic, and quartic polynomials, and some of these have imaginary roots and develop understanding that imaginary roots occur in conjugate pairs.
N-CN.9 is identified in Algebra II, Module 3, Tasks 4 and 5, Module 4, Tasks 3, 4, and 6, Table of Contents, Teacher Notes, and Core Correlation, but is never identified as a plus standard. In Module 3, Task 4, Question 10, and Task 5, Question 15 address the Fundamental Theorem of Algebra. In Module 4, Tasks 3 and 4, students determine if their responses are consistent with the Fundamental Theorem of Algebra.
A-APR.5 is identified in Algebra II, Module 3, Task 2, Table of Contents, Teacher Notes, and Core Correlation, but is never identified as a plus standard. The task starts with a review of multiplying polynomials and ends with eight questions that have students using Pascal’s Triangle to expand binomials.
A-APR.7 is identified in Algebra 2, Module 5, Task 5, Table of Contents, Teacher Notes, and Core Correlation, but is never identified as a plus standard. In this task, students perform operations with rational expressions.
A-REI.8 is identified in Algebra I, Module 5 of the “non-honors” curriculum. The Table of Contents lists tasks 11H and 12H as addressing this standard, but those tasks are not included in the Module 5 materials for the “non-honors”.
F-IF.7d is identified in Algebra 2, Module 5, Tasks 1, 2, 3, and 6, Table of Contents, Teacher Notes, and Core Correlation, but is never identified as a plus standard. Each of these tasks address graphing rational functions.
F-BF.1c is identified in Algebra II, Module 8, Tasks 4, 5, and 6 and Table of Contents, and it is identified as a plus standard in the Teacher Notes. It is not included in the Core Correlation. Students compose functions in the Go practice sections of Algebra II, Module 1, Tasks 2, 3, 4, and 5 before there is formal instruction of composition in Module 8.
F-BF.4b is identified in Algebra II, Module 1, Tasks 4 and 5, Teacher Notes as a plus standard, but is not identified as a plus standard in Table of Contents. The standard is not listed in Core Correlation. Students verify inverse functions with an alternate use of composition (The function g is the inverse of function f if and only if f(a) = b and g(b) = a). Students use composition in the Go section of the practice set at the end of the task, but no connection is made between the composition of functions and verifying that the functions are inverses of each other. Task 5 is designed to give students additional practice with finding inverses.
F-BF.4c is identified in Algebra I, Module 8, Tasks 5 and 6, and the Teacher Notes but not in the Table of Contents or Core Correlation. In the Teacher Notes, it is identified as a plus standard. Students create multiple representations, including graphs and tables, of given functions and determine if there is a relationship between the functions, which develops into recognizing inverse functions. The standard is also identified in Algebra II, Module 1, Tasks 2, 3, and 5 and the Teacher Notes and marked as a plus standard. It is also identified in the Table of Contents, but not as a plus standard, and it is not identified in Core Correlation. Task 2 extends inverse functions to quadratic and square root functions, and Task 3 extends inverse functions to exponential functions. Task 5 provides students additional practice with finding inverses.
F-BF.4d is identified in Algebra I, Module 8, Task 6 as a plus standard in the Teacher Notes, but it is not identified in the Table of Contents or Core Correlation. Students write inverse functions for linear and quadratic functions, which results in restricting the domain to create an inverse function. This standard is also identified in Algebra II, Module 1, Tasks 2, 3, and 5 in the Teacher Notes as a plus standard. It is identified in the Table of Contents, but not as a plus standard, and it is not identified in Core Correlation. Task 5 provides students additional practice with finding inverses.
F-BF.5 is identified in Algebra II, Module 1, Task 3, and Module 2, Tasks 1 and 2. In Module 1, the standard is identified as a plus standard in the Teacher Notes, but it is not identified in the Table of Contents. In Module 2, the standard is not identified as a plus standard in the Table of Contents, but it is identified as a plus standard in the Teacher Notes. The standard is in Core Correlation and identified as a plus standard, but the tasks listed in Core Correlation are from Module 2. Module 1 introduces the term, logarithm, and a logarithm is formalized in Module 2. In both tasks in Module 2, there is little to no connection made to the inverse relationship between exponentials and logarithms.
F-TF.3 and 4 are identified in Algebra II, Module 7, Tasks 4 and 5, and the Table of Contents without being identified as a plus standard. They are identified as plus standards in the Teacher Notes, but they are not included in Core Correlation. Task 4 extends previous learning about the unit circle to the tangent function, and Task 5 uses the unit circle as a foundation for F-TF.8.
F-TF.7 is identified in Algebra II, Module 7, Task 6 in the Table of Contents without being identified as a plus standard. It is identified as a plus standard in the Teacher Notes, but it is not included in Core Correlation. In this task, students solve trigonometric equations through an application of the trigonometric identities learned in previous tasks.
G-SRT.9,10, and 11 are identified in Geometry, Module 7, Tasks 5 through 8 in the Table of Contents with no indication of being plus standards. In the Teacher Notes and Core Correlation, the standards have the plus sign (+). Task 5 addresses special right triangles (45-45-90 and 30-60-90) and does not include the Laws of Sines and Cosines. Task 6 addresses finding missing sides and angles of non-right triangles using right triangle trigonometry after drawing ancillary lines. Task 6 does not use the Laws of Sines or Cosines, so it does not address the standards listed. Task 7 derives the Laws of Sines and Cosines, and in Task 8, an alternate formula for the area of a triangle using sine (G-SRT.9) is derived.
G-C.4 is identified in Geometry, Module 5, Task 3 in the Table of Contents, Teacher Notes, and Core Correlation, but is never identified as a plus standard. Constructing a tangent line from a point outside a given circle is addressed in question 8.
G-GMD.2 is identified in Geometry, Module 5, Task 12 in the Table of Contents, Teacher Notes, and Core Correlation, but is never identified as a plus standard. This task addresses giving an informal argument using Cavalieri’s principle for the formulas for the volumes of solid figures.
S-MD.7 is identified in Geometry, Module 8, Task 1 in the Table of Contents and the Teacher Notes. In both locations, the standard is identified as a plus standard, but it is not listed in Core Correlation for Geometry. Students analyze the accuracy of a tuberculosis skin test using conditional probability.

2016

Mathematics Vision Project (MVP) Traditional

Publisher

Mathematics Vision Project

Subject

Math

Grades

HS

Report Release

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09/03/2019

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v1

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Usability

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Summary of Alignment & Usability: Mathematics Vision Project (MVP) Traditional | Math

Math High School

Math High School

High School

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Usability

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