The math curriculum is designed to develop mathematically proficient students who can explain the meaning of a problem looking for entry points to its solution. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping directly into an attempted solution.
Students will be able to breakdown a problem and examine each step and take the result of a problem, understand the meaning of the answer and whether it makes contextual sense. The students will understand and use stated assumptions, definitions, and previously established results in constructing arguments. They will make conjectures and build a logical progression of statements to explore the truth of their conjectures. They will then justify their conclusions, communicate them to others, and respond to the arguments of others. Proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in an argument explain what it is.
Students will be able to apply the mathematics they are learning to solve problems arising in everyday life, society, and the workplace. They will be to able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They continually evaluate the reasonableness of their intermediate results