# High school: Mathematics A course roadmap (maths). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 22 concepts ready. In the app: https://ai.page/roadmap/or-high-school Part of: [Oregon: Mathematics](https://ai.page/roadmap/or.md) Goal: Oregon academic standards: Mathematics, High school ## 1. High School · Understand independence and conditional probability and use them to interpret data. - [The Probability Scale](https://ai.page/c/the-probability-scale/index.md): Understand probability as a measure on a scale from 0 (impossible) to 1 (certain); use the language of probability including likely, unlikely, certain, and impossible ## 2. High School · Interpret data and answer investigative questions. - [Estimating answers (age 13+)](https://ai.page/c/estimating-answers-age-13/index.md): Use graphs of linear and quadratic functions to estimate output values for given inputs, find approximate solutions to equations, and interpret graphical information in real-world contexts ## 3. High School · Analyze, summarize, and describe data. - [Comparing measurements](https://ai.page/c/comparing-measurements/index.md): Describe, interpret, and compare distributions of a single variable using appropriate measures of central tendency (mean, median, mode) and spread (range), including the effect of outliers - [Scatter Graphs](https://ai.page/c/scatter-graphs/index.md): Plot bivariate data on a scatter graph with correctly labelled axes and appropriate scales; describe the correlation (positive, negative, none) and draw an estimated line of best fit where appropriate ## 4. High School · Formulate Statistical Investigative Questions. - [Estimating by rounding](https://ai.page/c/estimating-by-rounding-maths/index.md): Use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a < x ≤ b; understand upper and lower bounds of rounded values ## 5. High School · Apply concepts of right triangle trigonometry in authentic contexts to solve problems and interpret solutions. - [Properties of triangles and quadrilaterals](https://ai.page/c/properties-of-triangles-and-quadrilaterals/index.md): Derive and illustrate properties of triangles, quadrilaterals, and circles using appropriate language, including interior angles, diagonals, symmetry, and relationships between side lengths - [Types of angles (age 13+)](https://ai.page/c/types-of-angles-age-13/index.md): Apply Pythagoras’ Theorem (a² + b² = c²) to calculate unknown side lengths in right-angled triangles, including in real-world and coordinate-geometry contexts - [Trigonometry basics](https://ai.page/c/trigonometry-basics/index.md): Use the trigonometric ratios sin, cos, and tan in right-angled triangles to find unknown sides and angles, including setting up the correct ratio for a given problem ## 6. High School · Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts. - [Coordinate Transformations](https://ai.page/c/coordinate-transformations/index.md): Identify properties of translations, rotations, and reflections; describe and perform these transformations on given figures, and understand that the image is congruent to the original - [Angles in triangles (age 11+)](https://ai.page/c/angles-in-triangles-age-11/index.md): Derive and apply formulae for the area of triangles, parallelograms, and trapezia, and for the volume of cuboids and other prisms (including cylinders), connecting each formula to its geometric reasoning ## 7. High School · Construct and communicate geometric arguments through use of proofs, logical reasoning, and geometric technology. - [Types of angles (age 11+)](https://ai.page/c/types-of-angles-age-11/index.md): Use conventional geometric terms and notation to describe, sketch, and draw points, lines, parallel and perpendicular lines, right angles, regular polygons, and reflectively/rotationally symmetric polygons - [Angles in triangles (age 12+)](https://ai.page/c/angles-in-triangles-age-12/index.md): Know and use the criteria for triangle congruence (SSS, SAS, ASA, RHS), use standard labelling conventions for sides and angles of triangle ABC, and determine whether two triangles are congruent ## 8. High School · Attend to units of measurement needed to solve problems through quantitative reasoning and mathematical modeling. - [Proportional Reasoning Vocabulary](https://ai.page/c/proportional-reasoning-vocabulary/index.md): Know and use advanced vocabulary of multiplicative reasoning — direct proportion, inverse proportion, ratio, rate, unit rate, compound unit, scale factor — accurately in problem-solving contexts - [Compound Units](https://ai.page/c/compound-units/index.md): Use compound units such as speed (distance ÷ time), unit pricing (cost ÷ quantity), and density (mass ÷ volume); solve problems involving compound units ## 9. High School · Understand and apply the real number system. - [Number Sets & Infinity](https://ai.page/c/number-sets-and-infinity/index.md): Appreciate the infinite nature of the sets of integers, real numbers, and rational numbers; position integers on a number line and distinguish between rational and irrational numbers ## 10. High School · Model a wide variety of authentic situations using functions through the process of making and changing assumptions, assigning variables, and finding solutions to contextual problems. - [Algebraic Transformations](https://ai.page/c/algebraic-transformations/index.md): Model situations or procedures by translating them into algebraic expressions or formulae and by using graphs; move between word problems, algebraic representations, tables, and graphical representations ## 11. High School · Describe functions by using both symbolic and graphical representations. - [Ratio Notation and Relationships](https://ai.page/c/ratio-notation-and-relationships/index.md): Understand that a multiplicative relationship between two quantities can be expressed as a ratio; use ratio notation; simplify ratios - [Linear Function Graphs](https://ai.page/c/linear-function-graphs/index.md): Recognise that a linear function produces a straight-line graph, understand the relationship between an equation of the form y = mx + c and its graphical representation, and interpret gradient and y-intercept in context ## 12. High School · Make predictions in different applications using expressions, equations, and inequalities to analyze authentic contexts. - [Simultaneous Equations](https://ai.page/c/simultaneous-equations/index.md): Understand that two linear equations can be solved simultaneously by finding the point where their graphs intersect, and interpret this graphically and algebraically as the pair of values satisfying both equations ## 13. High School · Analyze the structure of an equation or inequality to determine an efficient strategy to find and justify a solution. - [Numbers on a number line](https://ai.page/c/numbers-on-a-number-line-maths/index.md): Understand inequalities as statements comparing expressions, represent solutions on a number line, and solve simple linear inequalities using the same inverse-operation methods as equations ## 14. High School · Use algebraic reasoning to find solutions to an equation, inequality, and systems of equations or inequalities. - [Solving Linear Equations](https://ai.page/c/solving-linear-equations/index.md): Use algebraic methods to solve linear equations in one variable, including equations that require rearrangement, expanding brackets, and collecting terms on both sides; solve equations with rational number coefficients ## 15. High School · Use algebraic reasoning to rewrite expressions in equivalent forms. - [Simple formulae](https://ai.page/c/simple-formulae/index.md): Understand and use standard mathematical formulae; rearrange formulae to change the subject, performing inverse operations to isolate a different variable ## Health: 0 of 100 Of its 22 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - The Probability Scale has no explanation yet - Estimating answers (age 13+) has no explanation yet - Comparing measurements has no explanation yet - Scatter Graphs has no explanation yet - Estimating by rounding has no explanation yet - Properties of triangles and quadrilaterals comes before Types of angles (age 11+), which it needs - Properties of triangles and quadrilaterals has no explanation yet - Types of angles (age 13+) has no explanation yet - Trigonometry basics comes before Simple formulae, which it needs - Trigonometry basics has no explanation yet - Coordinate Transformations has no explanation yet - Angles in triangles (age 11+) has no explanation yet - Types of angles (age 11+) has no explanation yet - Angles in triangles (age 12+) has no explanation yet - Proportional Reasoning Vocabulary has no explanation yet - Compound Units has no explanation yet - Number Sets & Infinity has no explanation yet - Algebraic Transformations comes before Solving Linear Equations, which it needs - Algebraic Transformations has no explanation yet - Ratio Notation and Relationships has no explanation yet - Linear Function Graphs has no explanation yet - Simultaneous Equations comes before Solving Linear Equations, which it needs - Simultaneous Equations has no explanation yet - Numbers on a number line comes before Solving Linear Equations, which it needs - Numbers on a number line has no explanation yet - Solving Linear Equations has no explanation yet - Simple formulae has no explanation yet Credit: The structure of Oregon academic standards: Mathematics (https://www.oregon.gov/ode/educator-resources/standards/mathematics/Pages/MathStandards.aspx); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.