STEM is the tie that binds our current curriculum. It focuses on the same N.D. standards but uses the engineering design process as a method for problem solving and seeing the overlap in our curriculum.

This course extends students' proficiency in mathematics, and they often apply these skills to technical and/or industrial situations and problems. While this course prepares students for a variety of technical applications, it is not intended to serve as remedial mathematics course. Topics may include but are not limited to rational numbers; systems of measurements; tolerances; numerical languages; geometry; algebra; statistics; and using tables, graphs, charts, and other data displays. Technology is integrated as appropriate.

ND State Math Standards

HS.NQ.1* - Use units as a way to understand problems and to guide the solution of multi-step problems (e.g., unit analysis).

Choose and interpret units consistently in formulas.

Choose and interpret the scale and the origin in graphs and data displays.

HS.NQ.2* - Define appropriate quantities for the purpose of descriptive modeling.

HS.ACED.3* - Represent constraints by equations or inequalities, and by systems of equations

and/or inequalities, and interpret solutions as viable or non-viable options in a

modeling context.

HS.F-BF.1* - Write a function that describes a relationship between two quantities.

HS.F-LE.1* - Identify situations that can be modeled with linear, quadratic, and exponential

functions. Justify the most appropriate model for a situation based on the rate of change

HS.GCO.12 - Make basic geometric constructions with a variety of tools and methods.

HS.GMG.1* - Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

HS.GMG.2* - Apply concepts of density based on area and volume in modeling situations (e.g.,

persons per square mile, BTUs per cubic foot).

HS.GMG.3* - Apply geometric methods to solve design problems (e.g., designing an object or

structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios)

HS.SID.1* - Represent data with plots on the real number line (dot plots, histograms, and box plots).

HS.SID.5* - Summarize categorical data for two categories in two-way frequency tables.

Interpret relative frequencies in the context of the data (including joint, marginal,

and conditional relative frequencies).

Recognize possible associations and trends in the data.

HS.S-IC.1* - Understand the process of making inferences about population parameters based

on a random sample from that population.

HS.S-IC.3* - Recognize the purposes of and differences among sample surveys, experiments,

and observational studies; explain how randomization relates to each.

HS.S-IC.6* - Evaluate reports based on data.