| Curricular Competency |
Describe and analyze musicians’ use of technique, technology, and environment in musical composition and performance, using musical language |
Choral Music 10 |
Reason and reflect |
| Keyword: musical language |
Elaboration: vocabulary, terminology, and non-verbal methods of communication that convey meaning in music |
|
| Curricular Competency |
Explore music that demonstrates personal voice, story, and values |
Choral Music 10 |
Explore and create |
|
| Curricular Competency |
Develop and refine technical skills and expressive qualities |
Choral Music 10 |
Explore and create |
|
| Curricular Competency |
Explore a variety of contexts and their influences on musical works, including place and time |
Choral Music 10 |
Explore and create |
| Keyword: variety of contexts |
Elaboration: for example, personal, social, cultural, environmental, and historical contexts |
| Keyword: place |
Elaboration: any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. |
|
| Curricular Competency |
Study and perform a variety of musical styles and genres |
Choral Music 10 |
Explore and create |
|
| Curricular Competency |
Improvise and take creative risks in music |
Choral Music 10 |
Explore and create |
| Keyword: Improvise |
Elaboration: spontaneously compose or embellish musical phrases, melodies, or excerpts; improvisation provides a means for high-level reasoning, creative thinking, and problem solving in a variety of ways |
| Keyword: creative risks |
Elaboration: make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities |
|
| Curricular Competency |
Express meaning, intent, and emotion through music |
Choral Music 10 |
Explore and create |
|
| Curricular Competency |
Perform in large ensemble, small ensemble, and solo contexts |
Choral Music 10 |
Explore and create |
| Keyword: large ensemble |
Elaboration: ensemble in which many musicians perform the same part (e.g., concert choir, concert band, jazz band, string or symphony orchestra, guitar ensemble) |
| Keyword: small ensemble |
Elaboration: ensemble in which musicians play alone or with only a few others, performing a particular part (e.g., chamber choir, vocal jazz ensemble, rock band or similar contemporary genre, jazz combo, brass quintet, string quartet) |
|
| Big Ideas |
Representing and analyzing situations allows us to notice and wonder about relationships. |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: situations |
Elaboration: situational contexts (e.g., relating volume to height when filling containers of different shapes, relating distance to time for a bike ride)non-situational contexts (e.g., the graph of a piecewise function)Sample questions to support inquiry with students:How does the representation of a relation support a strategy when solving a problem?Do all data have trends and relationships?Why are trends important? |
|
| Big Ideas |
Trigonometry involves using proportional reasoning to solve indirect measurement problems. |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: proportional reasoning |
Elaboration: comparisons of relative size or scale instead of numerical difference |
| Keyword: indirect measurement |
Elaboration: using measurable values to calculate immeasurable values (e.g., calculating the height of a tree using distance from the tree and the angle to the top of the tree)Sample questions to support inquiry with students:When might we need to measure a length or angle indirectly?Why is trigonometry defined in reference to right triangles rather than other types of triangles?How can rate of change be connected to trigonometry?What is the origin of the names for the trigonometric ratios? |
|
| Big Ideas |
Constant rate of change is an essential attribute of linear relations and has meaning in different representations and contexts. |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: relations |
Elaboration: Sample questions to support inquiry with students:How can we tell if a relation is linear?How can we use rate of change to make predictions?What connections can we make between arithmetic sequences and linear functions?How do we decide which form of linear equation to use? |
|
| Big Ideas |
The meanings of, and connections between, each operation extend to powers and polynomials. |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: connections |
Elaboration: Sample questions to support inquiry with students:How are the different operations (+, -, x, ÷, exponents) connected?What are the similarities and differences between multiplication of numbers, powers, and polynomials?How is prime factorization helpful?How does prime factorization of numbers extend to algebraic terms?How can we verify that we have factored a trinomial correctly?How can visualization support algebraic thinking?How can patterns in numbers lead to algebraic generalizations? |
|
| Big Ideas |
Algebra allows us to generalize relationships through abstract thinking. |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: generalize |
Elaboration: Sample questions to support inquiry with students:After solving a problem, can we extend it? Can we generalize it?How can we take a contextualized problem and turn it into a mathematical problem that can be solved?How can we tell if a mathematical solution is reasonable?Where can errors occur when solving a contextualized problem?What do we notice when we square binomials?How do we decide on a strategy for solving a system of equations? |
|
| Content |
financial literacy: gross and net pay |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: financial literacy |
Elaboration: types of incomeincome tax and other deductions |
|
| Content |
primary trigonometric ratios |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: trigonometric |
Elaboration: sine, cosine, and tangent ratiosright-triangle problems: determining missing sides and/or angles using trigonometric ratios and the Pythagorean theoremcontexts involving direct and indirect measurement |
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