Math: Computation
Active component (content knowledge)
Comprehend
• Basic mathematical operations
• Notion of relative magnitude in computations
• Terminology for complex numbers, integers,
rational numbers, and irrational numbers
• The uses of mathematical symbols and
limitations on their uses (e.g., equal signs,
parentheses, superscripts, and superscripts)
• Basic number theoretical concepts such as
prime number, factor, divisibility, lease
common multiple, and greatest common divisor
(Conley, 2003; 2005; 2007) (The American Diploma Project, 2004)
College Readiness Standards
Learner outcomes
Apply
• Arithmetic computations accurately with fraction,
decimals, and integers (e.g., add, subtract with
common denominators, multiply, divide, reduce, and
perform long division) without a calculator
• The use of variables correctly when conducting
calculations
• Appropriate basic operations on sets (e.g., union,
intersection, elements of subsets, and
complements)
• Mathematics to solves problems using ratios,
proportions, rates, and percentages
Demonstrate in mathematical operations
• The use of exponents and scientific notation
• The correct use of radicals
• The use of absolute values
• Correct order of operations within the Distributive
Law
• The use of alternative expressions to x
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Standards for Success (S4S)
Math: Computation
Successful students:
A. Know basic mathematical operations
B. Know and carefully record symbolic manipulations
C. Know and demonstrate fluency with mathematical notation and computation

American Diploma Project (ADP)

High school graduates can

A. Compute with rational numbers fluently and accurately without a calculator

Cognitive Strategies Emphasized

• Habits of the mind such as:
○ Time management – budgeting time to complete reading tasks
○ Understanding expectations of readings
○ Academic persistence
• Critical thinking skills such as:
○ Ability to discuss materials in-depth by asking engaging questions
○ Problem solving
• Understanding the connection between reading comprehension skills and disciplines:
writing, speaking and research
• Self-analysis – learning from constructive criticism and feedback
• Developing comfort with ambiguity of readings and assignments

Bibliography
Conley, D. T. (2005). College Knowledge. San Francisco: Jossey-Bass.

Conley, D. T. (2003). Understanding University Success: A Project of the Association of American

Universities and The Pew Charitable Trusts. Eugene: Center for Educational Policy Research.

Conley, D. (2007). Towards a More Comprehensive Comprehension of College Readiness.

Eugene, OR: Educational Policy Improvement Center.

The American Diploma Project. (2004). Ready or Not: Creating a High School Diploma that
Counts. Achieve, Inc.

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