# High school: Mathematics A course roadmap (maths). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 25 concepts ready. In the app: https://ai.page/roadmap/tx-high-school Part of: [Texas TEKS: Mathematics](https://ai.page/roadmap/tx.md) Goal: Texas Essential Knowledge and Skills: Mathematics, High school ## 1. Knowledge and skills: mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: - [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 ## 2. Subchapter C. High School · Probabilistic and statistical reasoning. The student uses the process standards in mathematics to generate new understandings of probability and statistics. The student ana - [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 - [Tree diagrams](https://ai.page/c/tree-diagrams/index.md): Generate theoretical sample spaces for single and combined events using listing, tables, and tree diagrams, and calculate theoretical probabilities as the number of favourable outcomes divided by the total number of equally likely outcomes ## 3. Subchapter C. High School · Algebraic reasoning (expressions, equations, and generalized relationships). The student applies the process standards in mathematics to create and analyze mathematical mod - [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 - [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 ## 4. Subchapter C. High School · Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student i - [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 ## 5. Subchapter C. High School · Mathematical modeling in fine arts. The student uses mathematical processes with algebra and geometry to study patterns and analyze data as it applies to fine arts. The stu - [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 ## 6. Subchapter C. High School · Mathematical modeling in science and engineering. The student applies mathematical processes with algebra and geometry to study patterns and analyze data as it applies to a - [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 ## 7. Subchapter C. High School · Algebraic reasoning. The student uses process standards in mathematics to evaluate expressions, describe patterns, formulate models, and solve equations and inequalities us - [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 ## 8. Subchapter C. High School · Number and measure. The student uses process standards in mathematics to apply appropriate techniques, tools, and formulas to calculate measures in mathematical and real-wo - [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 - [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 - [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. Subchapter C. High School · Functions. The student uses process standards in mathematics to explore, describe, and analyze the attributes of functions. The student makes connections between multiple r - [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 ## 10. Subchapter C. High School · Circles. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student is expected to: - [Circles: Circumference & Area](https://ai.page/c/circles-circumference-and-area/index.md): Calculate the circumference and area of circles using the formulae C = πd (or 2πr) and A = πr², and solve problems involving perimeters and areas of composite shapes that include circular parts - [Understanding angles (age 12+)](https://ai.page/c/understanding-angles-age-12/index.md): Use ruler and compasses to perform standard constructions: perpendicular bisector of a line segment, perpendicular to a line from or at a given point, and bisecting an angle ## 11. Subchapter C. High School · Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figure - [3-D shapes (age 11+)](https://ai.page/c/3-d-shapes-age-11/index.md): Use the properties of faces, surfaces, edges, and vertices of 3-D shapes (cubes, cuboids, prisms, cylinders, pyramids, cones, and spheres) to solve problems, including visualising cross-sections - [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 ## 12. Subchapter C. High School · Similarity, proof, and trigonometry. The student uses the process skills in applying similarity to solve problems. The student is expected to: - [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 - [Coordinates (age 12+)](https://ai.page/c/coordinates-age-12/index.md): Understand similarity as a relationship where one shape is an enlargement of another; construct similar shapes by enlargement with a given scale factor and centre, with and without coordinate grids ## 13. Subchapter C. High School · Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformat - [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 ## 14. Subchapter C. High School · Logical argument and constructions. The student uses the process skills with deductive reasoning to understand geometric relationships. The student is expected to: - [Angles with parallel lines](https://ai.page/c/angles-with-parallel-lines/index.md): Understand and use the relationship between parallel lines cut by a transversal: corresponding angles, alternate interior angles, and co-interior (same-side interior) angles; use these to find unknown angles ## 15. Subchapter C. High School · Number and algebraic methods. The student applies mathematical processes to simplify and perform operations on expressions and to solve equations. The student is expected t - [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 ## 16. Subchapter C. High School · Cubic, cube root, absolute value and rational functions, equations, and inequalities. The student applies mathematical processes to understand that cubic, cube root, absolu - [Square and cube numbers](https://ai.page/c/square-and-cube-numbers-maths/index.md): Use integer powers and associated real roots (square, cube, and higher); recognise powers of 2, 3, 4, and 5; distinguish between exact representations of roots and their decimal approximations ## 17. Subchapter C. High School · Quadratic and square root functions, equations, and inequalities. The student applies mathematical processes to understand that quadratic and square root functions, equatio - [Quadratic Graphs](https://ai.page/c/quadratic-graphs/index.md): Recognise that quadratic functions produce curved (parabolic) graphs, distinguish them from linear graphs, and use plotted quadratic graphs to estimate values and find approximate solutions ## 18. Subchapter C. High School · Linear functions, equations, and inequalities. The student applies the mathematical process standards to formulate statistical relationships and evaluate their reasonablene - [Proportion](https://ai.page/c/proportion/index.md): Recognise and solve problems involving direct proportion (as one quantity increases, the other increases at a constant rate) and inverse proportion (as one increases, the other decreases), including graphical and algebraic representations ## Health: 0 of 100 Of its 25 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): - Estimating answers (age 13+) has no explanation yet - The Probability Scale has no explanation yet - Tree diagrams has no explanation yet - Solving Linear Equations has no explanation yet - Algebraic Transformations has no explanation yet - Comparing measurements has no explanation yet - Coordinate Transformations has no explanation yet - Types of angles (age 13+) has no explanation yet - Numbers on a number line has no explanation yet - Trigonometry basics comes before Simple formulae, which it needs - Trigonometry basics has no explanation yet - Estimating by rounding has no explanation yet - Compound Units comes before Proportion, which it needs - Compound Units has no explanation yet - Linear Function Graphs has no explanation yet - Circles: Circumference & Area comes before Angles in triangles (age 11+), which it needs - Circles: Circumference & Area has no explanation yet - Understanding angles (age 12+) has no explanation yet - 3-D shapes (age 11+) has no explanation yet - Angles in triangles (age 11+) has no explanation yet - Angles in triangles (age 12+) has no explanation yet - Coordinates (age 12+) has no explanation yet - Properties of triangles and quadrilaterals has no explanation yet - Angles with parallel lines has no explanation yet - Simple formulae has no explanation yet - Square and cube numbers has no explanation yet - Quadratic Graphs has no explanation yet - Proportion has no explanation yet Credit: The structure of Texas Essential Knowledge and Skills: Mathematics (http://ritter.tea.state.tx.us/rules/tac/chapter111/index.html); 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.