Proportionality. The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope. The student is expected to:

analyze the functions of political parties and their role in the electoral process at local, state, and national levels; and

use similar right triangles to develop an understanding that slope, \(m\), given as the rate comparing the change in \(y\)-values to the change in \(x\)-values, \((y_2 - y_1)/(x_2 - x_1)\), is the same for any two points \((x_1, y_1)\) and \((x_2, y_2)\) on the same line;

explain the two-party system and evaluate the role of third parties in the United States.

graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship; and

use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems.

Government. The student understands the similarities and differences that exist among the U.S. system of government and other political systems. The student is expected to:

Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to:

compare the U.S. constitutional republic to historical and contemporary forms of government such as monarchy, a classical republic, authoritarian, socialist, direct democracy, theocracy, tribal, and other republics; and

represent linear proportional situations with tables, graphs, and equations in the form of \(y = kx\);

analyze advantages and disadvantages of presidential and parliamentary systems of government.

Citizenship. The student understands the rights that are protected and secured by the U.S. Constitution and Bill of Rights. The student is expected to:

represent linear non-proportional situations with tables, graphs, and equations in the form of \(y = mx + b\), where \(b  \not = 0\);

explain the roles of limited government and the rule of law in the protection of individual rights;

contrast bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship from a graphical representation;

identify and define the unalienable rights;

use a trend line that approximates the linear relationship between bivariate sets of data to make predictions;

identify the freedoms and rights protected and secured by each amendment in the Bill of Rights;

solve problems involving direct variation;

analyze the reasons the Founding Fathers protected religious freedom in America and guaranteed its free exercise by saying that "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof," and compare this to the concept of separation of church and state;

distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form \(y = kx\) or \(y = mx + b\), where \(b \not = 0\);

analyze U.S. Supreme Court interpretations of rights guaranteed by the U.S. Constitution in selected cases, including Engel v. Vitale, Schenck v. United States, Texas v. Johnson, Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe v. Wade;

identify functions using sets of ordered pairs, tables, mappings, and graphs;

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking -- oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

explain the importance of due process rights to the protection of individual rights and in limiting the powers of government; and

identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems; and

listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;

recall the conditions that produced the 14th Amendment and describe subsequent efforts to selectively extend some of the Bill of Rights to the states through U.S. Supreme Court rulings and analyze the impact on the scope of fundamental rights and federalism.

write an equation in the form \(y = mx + b\) to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations.

follow, restate, and give oral instructions that include multiple action steps;

Citizenship. The student understands the difference between personal and civic responsibilities. The student is expected to:

Expressions, equations, and relationships. The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas. The student is expected to:

give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and

describe scenarios where good citizenship may require the subordination of personal desire for the sake of the public good;

describe the volume formula \(V = Bh\) of a cylinder in terms of its base area and its height;

work collaboratively with others to develop a plan of shared responsibilities.

explain the responsibilities, duties, and obligations of citizenship such as being well informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws, paying taxes, and serving the public good; and

model the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect that relationship to the formulas; and

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:

describe the voter registration process and the criteria for voting in elections.

use models and diagrams to explain the Pythagorean theorem.

demonstrate and apply phonetic knowledge by:

decoding words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;

Citizenship. The student understands the importance of voluntary individual participation in the U.S. constitutional republic. The student is expected to:

Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to solve problems. The student is expected to:

solve problems involving the volume of cylinders, cones, and spheres;

decoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

analyze the effectiveness of various methods of participation in the political process at local, state, and national levels;

use previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders;

decoding words using advanced knowledge of syllable division patterns;