Comparisons involving process standards – reasoning/problem-solving, communication and connections – are not included at this time. Differences in how process standards are treated in these two sets of standards would make an alignment inaccurate.

The student extends mathematical thinking across mathematical content 3 areas, and to other disciplines and real life situations.

Component 3.1Use mathematical ideas and strategies to analyze relationships within mathematics and in other
disciplines and real life situations.

Evidence of Learning

College Readiness Standards

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3.1a
Compare and contrast the different mathematical concepts and procedures that could be used to complete a particular task.
3.1b
Recognize patterns and apply mathematical concepts and procedures in other subject areas and real world situations.

Component 3.2Understand the importance of mathematics as a language.

Evidence of Learning

College Readiness Standards

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3.2a
Connect mathematical definitions and procedures with underlying math concepts.
3.2b
Transfer mathematical vocabulary, concepts, and procedures to other disciplinary contexts and the real world.
3.2c
Construct procedures and concepts from mathematical definitions.

Component 3.3Make connections by using multiple representations, e.g., analytic, numeric, and geometric.

Evidence of Learning

College Readiness Standards

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3.3a
Integrate mathematical content areas by using multiple representations.
3.3b
Use multiple representations to demonstrate understanding of links between math and other disciplines, and real world situations.

Component 3.4 Abstract mathematical models from word problems, geometric problems, and applications.

Evidence of Learning

College Readiness Standards

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3.4a
Recognize and clarify mathematical structures that are embedded in other contexts.
3.4b
Describe geometric objects and shapes algebraically.
3.4c
Compare and contrast different mathematical models.